Emotional/Behavioral Disorders PDF

Working with Children and Adolescents with Emotional/Behavioral Disorders ​ Criteria of diagnosis ○​ An inability to learn that cannot be explained by intellectual, sensory, or health factors. ○​ An inability to build or maintain satisfactory interpersonal relationships with...

Working with Children and Adolescents with Emotional/Behavioral Disorders ​ Criteria of diagnosis ○​ An inability to learn that 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 Disorders of Attention and Activity (ADHD Types I, II, III - DSM-5-TR) ​ Type I (Predominantly Inattentive): ○​ Symptoms: Difficulty sustaining attention, easily distracted, forgetfulness. ○​ Diagnosis: 6+ symptoms of inattention for at least 6 months. ​ Type II (Predominantly Hyperactive-Impulsive): ○​ Symptoms: Fidgeting, difficulty remaining seated, impulsivity. ○​ Diagnosis: 6+ symptoms of hyperactivity-impulsivity for at least 6 months. ​ Type III (Combined Presentation): ○​ Both inattentive and hyperactive-impulsive symptoms meet diagnostic criteria. ​ Recommended Interventions: Behavioral therapy, parent training, classroom accommodations, stimulant medications (e.g., methylphenidate). Depression ​ Criteria: Persistent sadness, loss of interest, significant weight/appetite change, fatigue, feelings of worthlessness. ​ Recommended Interventions: Cognitive Behavioral Therapy (CBT), psychotherapy, antidepressants (e.g., SSRIs), school counseling support. Conduct Disorders ​ Criteria: Repetitive behaviors violating societal norms, aggression, deceitfulness, serious rule violations. ​ Recommended Interventions: Multisystemic therapy, parent management training, social skills training. Schizophrenia ​ Criteria: Delusions, hallucinations, disorganized speech/behavior, negative symptoms for at least 6 months. ​ Recommended Interventions: Antipsychotics, family psychoeducation, individual therapy focusing on coping skills. The Anxiety Disorder Spectrum ​ Criteria: Excessive fear, worry, or behavioral disturbances affecting daily functioning. ​ Recommended Interventions: CBT, exposure therapy, relaxation techniques, SSRIs. OCD (Obsessive-Compulsive Disorder) ​ Criteria: Presence of obsessions (persistent intrusive thoughts) and/or compulsions (repetitive behaviors). ​ Recommended Interventions: Exposure and Response Prevention (ERP), CBT, SSRIs. Eating Disorders ​ Types: ○​ Anorexia Nervosa: Restrictive eating, fear of weight gain. ○​ Bulimia Nervosa: Binge eating followed by purging. ○​ Binge Eating Disorder: Recurrent episodes of overeating without purging. ​ Recommended Interventions: Nutritional counseling, CBT, family-based therapy. GAD (Generalized Anxiety Disorder) ​ Criteria: Excessive, uncontrollable worry for at least 6 months, restlessness, muscle tension. ​ Recommended Interventions: CBT, relaxation techniques, mindfulness training, SSRIs. Social Phobias (Including School Phobia) ​ Criteria: Intense fear of social situations leading to avoidance, impaired functioning. ​ Recommended Interventions: CBT with exposure therapy, social skills training, family support. PTSD (Post-Traumatic Stress Disorder)  ​ Criteria: Intrusive memories, avoidance, negative mood, heightened arousal following trauma. ​ Recommended Interventions: Trauma-focused CBT, Eye Movement Desensitization and Reprocessing (EMDR), SSRIs. Assessment Functional Behavioral Assessment (FBA): ​ Purpose: An FBA is used to determine the function of the behavior and the factors that maintain it. ​ Key Benefits: ○​ Helps teachers understand the reason(s) (i.e., the function or functions) behind a student's behavior. ○​ Provides valuable insights to design an intervention that teaches the student a new, more acceptable method of achieving their goals or meeting their needs. ​ Outcome: The FBA guides the creation of targeted, effective strategies for behavior improvement. Manifestation Determination: ​ Determines if a behavior is linked to a student's disability under IDEA. ​ Helps decide appropriate disciplinary actions or support measures. Interventions Behavior Intervention Plan (BIP): ​ Definition:​ ○​ A BIP is a formal, written plan based on the results of a Functional Behavioral Assessment (FBA). ○​ It includes a description of the problem behavior, hypotheses as to why the problem behavior occurs, and intervention strategies to address the behavior. ○​ The purpose is to teach and reward positive behaviors to prevent or stop problem behaviors. ​ Components:​ ○​ Lists the problem behavior. ○​ Describes why it’s happening. ○​ Puts in place strategies or supports to help. ​ Key Points:​ ○​ A BIP can be a single page or many pages, depending on the complexity of the intervention. ○​ The goal is to make a student’s challenging behavior irrelevant, inefficient, and ineffective. ○​ The BIP focuses on replacing problem behaviors with positive behaviors to help the student succeed in school. Electronic Resources ​ DSM-5-TR Criteria ​ National Institute of Mental Health (NIMH) ​ CDC ADHD Information ​ School Psychologist Files ​ National Association of Special Education Teachers (NASET) ​ Anxiety and Depression Association of America (ADAA) ​ Mayo Clinic - Childhood Schizophrenia ​ National Eating Disorders Association ​ IDEA Legal Guidance ​ NIMH Social Phobia Prevalence Data ​ VA PTSD Resources ​ Parent Center Hub - Manifestation Determination ​ NYSED Special Education Sample Assessment Question: 2. Bob, a 10 year-old boy in the 5th grade, has persistent, upsetting thoughts and uses rituals to control the anxiety these thoughts produce. Most of the time, the rituals end up controlling him. Some of the rituals he experiences are a need to repeatedly check things, touch things (especially in a particular sequence), or count things. He is also preoccupied with order and symmetry, have difficulty throwing things out (so he can accumulate), or hoard unneeded items. Which of the following best describes Bob's condition? a. Panic Disorder b. Obsessive Compulsive Disorder* c. Bipolar Disorder d. Schizophrenia