Emotional Disorders

Summer 2015

EMOTIONAL DISORDERS
Challenges in School
Each student is unique and
different, but here are some
common challenges students with
Emotional Disorders face:
Short attention span
Impulsiveness
Aggression
Withdrawal
Excessive fear or anxiety
Immaturity
Poor coping skills
Learning difficulties

What is an Emotional Disorder?

An Emotional Disorder is defined as a condition exhibiting one or more of
the following characteristics over a long period of time and to a marked
degree that adversely affects a childs educational performance:
(A) An inability to learn that cannot be explained by intellectual,
sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal
circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with
personal or school problems.
As defined by IDEA, emotional disturbance includes schizophrenia but
does not apply to children who are socially maladjusted, unless it is
determined they have an emotional disturbance.

Accommodations &
Recommendations

Emotional Disorders include, but are not limited to anxiety disorders,

bipolar disorder, conduct disorders, eating disorders, obsessivecompulsive disorder, and psychotic disorders.

Focus on childs strengths

Identifying students who suffer from Emotional/Behavioral Disorder has

some difficulties in that there are no standardized methods to identify
these children. Children who have been identified as having emotional
disturbance characterize 8.1% of all students between the ages of 6 to 21
served under IDEA, or approximately 0.72% of the school population.
Male students outnumber their female counterparts in this category by
about 3.5 to 1. Students categorized as emotionally disturbed represent
an array of severity with the disability being temporary or permanent.

Give specific feedback

Structure in the classroom
Extended time
Shaping approach to
completing an assignment
(positively reinforce the
completion of smaller parts)
Establish a quiet place in the
room that the student can use to
calm down
Give time for breaks
Prepare students for times of
transition by creating cue cards
or giving time warnings
Alternative setting when
appropriate

The cause of most behavioral disorders or emotional disturbances are

unknown. However, biological, family, school, and cultural factors could be
possible causes. Genetic, biochemical, and neurological would be
considered biological factors. Within family factors violence such as
domestic violence are considered to be strong contributing factors to
emotional disturbance. School factors include failure or inability to
accommodate for the students needs, unsuitable expectations, or
inconsistencies. Cultural environmental factors such as peer group,
urbanization, and neighborhood factors play a role in the life of the
student, the home, and the school.

Incorporate peer-assisted
learning and teacher
encouragement

Molly Byrne

Emotional Disorders

Summer 2015

Advice for School Counselors

Provide emotional and behavioral support to help students master
academics, develop social skills, and increase self-awareness, selfcontrol, and self-esteem. This can be done one-on-one and in group
counseling.

References
Emotional/Behavioral Disorders.
(n.d.). Retrieved June 13, 2015,
from https://www.gallaudet.
edu/clerc_center/information_
and_resources/info_to_go/
educate_children_(3_to_21)/
students_with_disabilities/
emotionalbehavioral_disorders.html
Emotional disturbance. (2015, March).
Retrieved June 13, 2015 from http://
parentcenterhub.org/

Provide students with positive behavioral support in the school

environment, so that problem behaviors are minimized and positive,
appropriate behaviors are fostered. Teacher and counselor may work
together to create specific behavior plans with consistent positive
reinforcement. Include clear rules that are presented in a positive
manner and discipline procedures that all staff agree on.
A child with an emotional disturbance may be eligible for special
education and related services in public school. Participate and
advocate in the IEP meetings, and don't forget to include specific
times for the student to take medication. This will be monitored by
school nurse.
Coordinate services between home, school, and community, keeping
the communication channels open between all parties involved.
Remember, families often need help in understanding their childs
disability and how to address the needs that arise from the disability.

Hardman, M., & Drew, C. (2013). Human

exceptionality: School, community, family
(11th ed.). Australia: Wadsworth Cengage
Learning.
Jennio. (n.d.). Emotional and behavioral
disorders. Retrieved from
http://school-psychology.org/
emotional-and-behavioral-disorders
Mastropieri, M., & Scruggs, T. (2000).
Teaching students with higher-incidence
disabilities. In The inclusive classroom:
Strategies for effective instruction (pp.
64-69). Upper Saddle River, N.J.: Merrill.
Miller, L., & Rainey, J. (2008).
Students With Emotional Disturbances:
How Can School Counselors Serve?
Journal of School Counseling,
6(3), 1-40. Retrieved June 13, 2015.
Quinn M. A., Osher, D., Warger, C., Hanley,
T., Bader, B. D., Tate, R., Hoffman, C.
(2000). Educational strategies for children
with emotional and behavior problems.
Washington, DC: Center for Effective
Collaboration and Practice American
Institutes for Research. Retrieved from
http://cecp.air.org/aft_nea.pdf

Molly Byrne