Podcast
Questions and Answers
Which factor is NOT mentioned as a potential cause of Emotional Behavioral Disorders (EBD)?
Which factor is NOT mentioned as a potential cause of Emotional Behavioral Disorders (EBD)?
Poor relations with peers and adults can contribute to the development of EBD.
Poor relations with peers and adults can contribute to the development of EBD.
True
What percentage of the school population is estimated to have EBD based on the information provided?
What percentage of the school population is estimated to have EBD based on the information provided?
0.5% to 20%
Match the cause of EBD with its description:
Match the cause of EBD with its description:
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The ___ factor is related to behaviors that arise from cultural expectations and norms.
The ___ factor is related to behaviors that arise from cultural expectations and norms.
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At what age is EBD mostly identified?
At what age is EBD mostly identified?
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More girls than boys are affected by Emotional Behavioral Disorders.
More girls than boys are affected by Emotional Behavioral Disorders.
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What term is used to define the number of new cases of a disorder in a given population?
What term is used to define the number of new cases of a disorder in a given population?
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What is a common reason for the underidentification of seriously emotionally disturbed children?
What is a common reason for the underidentification of seriously emotionally disturbed children?
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The identification of a child as severely emotionally disturbed (SED) is standardized across all states.
The identification of a child as severely emotionally disturbed (SED) is standardized across all states.
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What are the two primary dimensions of emotional and behavioral disorders (EBD)?
What are the two primary dimensions of emotional and behavioral disorders (EBD)?
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The average time delay between the onset of mood disorders and initial contact is around _____ years.
The average time delay between the onset of mood disorders and initial contact is around _____ years.
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Which factor is NOT mentioned as a barrier to identifying students with EBD?
Which factor is NOT mentioned as a barrier to identifying students with EBD?
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Match the following aspects with their descriptions related to emotional and behavioral disorders:
Match the following aspects with their descriptions related to emotional and behavioral disorders:
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Limited outreach efforts by schools have contributed to the identification of SED youth.
Limited outreach efforts by schools have contributed to the identification of SED youth.
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List one challenge faced by clinicians in the mental health field when diagnosing EBD.
List one challenge faced by clinicians in the mental health field when diagnosing EBD.
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Which of the following is NOT a requirement for identifying emotional or behavioral disorders (EBD) in a student?
Which of the following is NOT a requirement for identifying emotional or behavioral disorders (EBD) in a student?
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EBD can coexist with other disabilities.
EBD can coexist with other disabilities.
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What is a common characteristic of students with EBD in terms of their behavioral patterns?
What is a common characteristic of students with EBD in terms of their behavioral patterns?
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The term EBD was adopted in the late ________ by the National Mental Health and Special Education Coalition.
The term EBD was adopted in the late ________ by the National Mental Health and Special Education Coalition.
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Match the cause of EBD with its description:
Match the cause of EBD with its description:
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What indicates that EBD in children may be temporary?
What indicates that EBD in children may be temporary?
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Teachers' Special Education (SPED) must only focus on academic performance when dealing with EBD students.
Teachers' Special Education (SPED) must only focus on academic performance when dealing with EBD students.
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Students with EBD may also display problems related to __________ disorders, such as anxiety or affective disorders.
Students with EBD may also display problems related to __________ disorders, such as anxiety or affective disorders.
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Study Notes
Causes of Emotional and Behavioral Disorders (EBD)
- Loss of a parent is a significant factor contributing to EBD.
- Educational failures can lead to feelings of inadequacy and low self-esteem.
- Emotional, physical, or educational neglect are serious risk factors.
- Common emotional responses include anxiety, anger, and loneliness.
- High stress levels and poor relationships with peers and adults exacerbate issues.
- Substance abuse is prevalent among those with EBD.
- Childhood trauma, including emotional, physical, or sexual abuse, plays a crucial role.
Biological Causes
- Genetic factors contribute to the likelihood of developing EBD.
- Brain damage or dysfunction can affect behavior and emotional regulation.
- Health issues, such as nutrition and allergies, may also be influencing factors.
Cultural Influences
- Behavioral expectations and cultural values impact the manifestation of EBD.
- Conflicting cultural values can create stress for children and youth.
Family Dynamics
- Children from single-parent families or those in substitute care are at higher risk.
- Negative family interactions, including management issues and abuse, increase vulnerability.
School Environment
- Low IQ and school failure correlate with higher instances of EBD.
- Anti-social behavior often emerges from a lack of social skills.
Understanding Prevalence and Incidence
- "Prevalence" refers to the total number of individuals with EBD in a population.
- "Incidence" defines the rate of new cases of EBD occurring within a population.
- Accurate estimates of prevalence are crucial for resource allocation and staffing decisions.
Statistics and Identification Challenges
- Over 482,000 students aged 6-21 were identified as having EBD.
- Estimates indicate that 0.5% to over 20% of school populations may experience EBD, though definitions vary making precise counts difficult.
- Identification issues result from false positives (incorrectly identified) and false negatives (overlooked cases).
- More than 8% of students are classified in special education, with boys disproportionately affected at approximately 80%.
- EBD typically peaks during the ages of 12-14, correlating with increased social challenges during adolescence.
Delays and Under-Service
- Delays in identifying disorders can last from 6-8 years for mood disorders to around 20 years for anxiety disorders.
- Many children with EBD go unserved due to societal stigma surrounding labeling as "severely emotionally disturbed" (SED).
Identification Barriers
- Lack of a clear legal definition for SED complicates identification processes.
- Inconsistent procedure leads to some children being overlooked.
- Funding constraints may limit the number of children identified as SED.
- Community limitations in available services hinder identification and support.
Dimensions of EBD
- EBD is characterized by externalizing behaviors (aggression) and internalizing behaviors (social withdrawal).
- Alternation between these behaviors can occur, complicating identification and support efforts.
Additional Notes on EBD
- EBD can coexist with other disabilities such as mood or anxiety disorders.
- Teachers assessing EBD must measure both academic and social behaviors objectively.
- The term EBD has evolved to reflect current professional preferences while considering the potential stigma of labels.
- Many young children exhibit transient EBD, often resolving unless accompanied by severe aggression or destructive behavior.
This summary highlights critical aspects of EBD, including its causes, identification challenges, and the importance of understanding its prevalence within educational contexts.
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Description
Explore the various causes of emotional and behavioral disorders (EBD) as discussed in Kaufman's 2018 work. This quiz covers factors such as biological influences, trauma, and social challenges that contribute to EBD, providing insights into the complexities of mental health issues in children.
