Emotional+Disturbance

I copied and pasted the information, if you can get these students involved in something they like i.e. sports, drama, clubs, etc they are more likely to respond to you and others. [|Council For Exceptional Children]

Behavior Disorders/Emotional Disturbances
Students who have emotional and behavioral disturbances exhibit significant behavioral excesses or deficits. These terms refer to patterns of behavior that depart significantly from the expectations of others. In recent years, "behavioral disorders" has gained favor over "emotional disturbance" as a more accurate label leading to more objective decision-making and fewer negative connotations. //IDEA// defines serious emotional disturbance (SED) as "a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: An inability to learn which cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems." ***The federal definition includes children who are diagnosed as schizophrenic,** but excludes socially maladjusted children "unless it is determined that they are seriously emotionally disturbed." There is considerable agreement about general patterns or types of disordered behavior. Achenbach suggests two discrete patterns that he calls "externalizers" (aggressive, disruptive, acting out) and "internalizers" (withdrawn, anxious, depressed). Quay identifies the following dimensions: CONDUCT DISORDERS (aggression, disobedience, irritability); **__PERSONALITY DISORDERS (withdrawal, anxiety, physical complaints; IMMATURITY (passivity, poor coping, preference for younger playmates); and SOCIALIZED DELINQUENCY (involvement in gang subcultures).__** Multidisciplinary educational teams, including parents, must design programs to meet the individual behavioral and academic needs of identified SED students. Most students can benefit from supportive treatments provided in regular programs. For others, at least temporary placements in special classrooms, schools, or institutional programs may be appropriate.  Special programs usually attempt to provide a structured environment where students experience a high degree of success; rules and routines are predictable; and students are consistently rewarded for appropriate behavior. Behavior management techniques, such as positive reinforcement, token economies, contracting, and time-out, which rely on direct measurement and monitoring of behavioral change, are commonly used in SED programs. The assessment and systematic teaching of social skills through modeling, discussion, and rehearsal are frequently used to help students increase control over their behavior and improve their relations with others. In addition, supportive therapies involving music, art, exercise, and relaxation techniques, as well as affective education, individual, and group counseling are sometimes employed to improve self-understanding, self-esteem, and self-control. //This publication was prepared by the ERIC Clearinghouse on Disabilities and Gifted Education with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under OERI contract. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education.//
 * WHAT ARE TYPICAL PATTERNS OF DISORDERED BEHAVIOR? **
 * WHAT ARE THE EDUCATIONAL IMPLICATIONS? **