Emotional/Behavioral Disorders

TOPIC: EBDs/EDs

CATEGORIES: 1. General what are EBD ● Fact Sheet: ​http://wvde.state.wv.us/osp/Fact_Sheet_Behavioral_Disorder.pdf ○ This EBD fact sheet provides a concise overview of Emotional Behavior Disorders. The information can aid the general population in gaining understanding of types, causes and characteristics of various Emotional Behavior Disorders. ● IDEA excerpt of EBDs: ​https://sites.ed.gov/idea/regs/b/a/300.8/c/4 ○ IDEA stands for Individuals with Disabilities Education Act. This document provides the legal qualifications for students with emotional behavior disorders to access special education services. Parents and school personnel can refer to this document to advocate for the rights of students whose education is impaired by their specific EBD. ● Behavior Disorders: ​https://community.cec.sped.org/ccbd/about/ebddefintion ○ This article provides a basic overview of EBDs. However, it discusses specific characteristics regarding individual types of EBDs. Readers will find the information helpful to learn more about anxiety disorders, bipolar disorders, conduct disorders, eating disorders, obsessive-compulsive disorder, and psychotic disorders.

2. Children’s books/Children’s resources ● MAGGIE​ ​The Great Big Book of Feelings...​https://www.youtube.com/watch?v=zz6sqX4ublM ○ This children’s book focuses on presenting children with the vocabulary to identify and label their feelings. The illustrations and questions throughout are colorful and engaging, so the book would be a great introduction for students to learn about their emotions. ● MAGGIE ​Why is Dad so Mad?… ​https://www.youtube.com/watch?v=rQ0hotkCEMk //And Why is Mom so Mad? (PTSD for military families) ○ “Why is Dad so Mad?” tells the story of a mother and father figure who have PTSD from serving in the military. The book may help a child with a parent who is impacted by an EBD better understand why their parents sometimes act as they do. However, anyone can read the book as a way to build empathy and learn strategies for talking to children about PTSD and military service. ● JENNA ​No, David ○ A little boy named David is characterized by his constant inappropriate, problem behavior. While the book has few words, the reader will find that the mother tends to tell her son “no” to every wrong behavior. It is important to recognize that disregarding problem behavior in the wrong way and without explanation or helpful strategies will continue to lead to more unwanted behavior. This book is beneficial to understand the most important thing to a child is to feel belonging and love.

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CHLOE​ ​I see without my Eyes by Mark Hayward ○ “ I See Without My Eyes” portrays the life of a young girl who is blind and how she learns to adapt and function in everyday life. The book informs the audience that a disability does not stand in the way of the girl living her best life. Students can refer to the book for courage and hope in their individual lives.

MAGGIE​ ​Wilma Jean, the Worry Machine by Julia Cook ○ “Wilma Jean, the Worry Machine” tells the story of Wilma Jean, a young girl that struggles with anxiety. She gets nervous about many things, but does not always know how to turn off her worries. This book is a valuable tool for parents and educators to use to discuss anxiety with children and how they can ask for help.

The worries presented by Wilma Jean are age-appropriate and likely relatable for elementary-aged children. ○ Link to a reading ​https://www.youtube.com/watch?v=SxJcuTP1Zfs

3. Teenage/adolescent resources: ● https://www.youtube.com/watch?v=0O1u5OEc5eY​ (could also be used for parents) ○ This engaging video displays the neurological processes of a functioning adolescent brain. Adolescents will find this helpful to understand their brain development during an ever changing period of time. The video communicates the goals for adolescents with and without EBDs, including discovering individual passions, becoming empathetic and kind, and forming relationships. ● MAGGIE ​https://www.youtube.com/watch?v=awo8jUxIm0c&feature=emb_title ○ This brief video is a group of students sharing what they know about mindfulness and strategies for helping them become mindful. A teenager can watch this video to gain perspective from other students about why practicing mindfulness is a valuable effort. ● MAGGIE ​CALMING STRATEGIES ○ The calming strategies provided in the resources above are practical tools for people to use when they are dysregulated. One’s dysregulation may present itself in a variety of ways, but using the strategies may help them re-regulate their minds and bodies. The resources specifically for children can also be used for teens and adults!

■ https://parentswithconfidence.com/calm-down-strategies-for-kids/ ■ https://connectability.ca/2010/09/23/calming-strategies-to-use-with-childre n/ 4. Parent resources ● Training and Support for parents of children with EBD. ​EJ1137183.pdf ○ This academic journal identifies a need for parents to receive assistance from school partners. Parents can use the journal as a foundation for discovering strategies that provide students with EBDs a smooth transition between the home and school environments. Educators could also refer to the resource when designing training seminars and support groups for parents.

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Positive Behavioral Interventions and Supports https://assets-global.website-files.com/5d3725188825e071f1670246/5e83b41b7df0210d 47588d12_Supporting%20Families%20with%20PBIS%20at%20Home%20FINAL.pdf ○ This resource provides an explanation of positive behavior intervention support and how it can be practically implemented in the home of children who struggle with socio-emotional behaviors.

● 5. Educator resources ​JENNA ● Practical Exercises for Regulation (from Neff) https://brainintervalsandfocusedattentionpractices.pdf ○ This resource describes the different sections of the brain and the way in which it develops and processes experiences. Educators could greatly benefit from gaining a better understanding of the brain structure. Additionally, this source provides specific examples of strategies and activities to help students start the school day in a regulated state of mind. This is helpful when connecting with a student with an EBD as they may struggle feeling safe and getting into a healthy state of mind. ● How to help students with EBDs/ test for EBDs ○ Trial-Based Functional Analyses With a Student Identified With an Emotional and Behavioral Disorder: https://journals.sagepub.com/doi/10.1177/0198742917719231 ■

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This research study provides educators with a method of behavior analysis called “Trial- Based Functional Analysis (TBFA)”. This journal includes extensive research supporting the implementation of TBFA in the classroom, as well as a specific case study on a student. TBFA helps teachers to care for the needs of students with EBDs by giving many short tests to collect data information. ○ Mindfulness for Students Classified with Emotional/Behavioral Disorder: https://files.eric.ed.gov/fulltext/EJ1103673.pdf ■ This article acknowledges the stressful classroom experiences of students with EBDs and suggests mindfulness activities to embed into the everyday curriculum. By utilizing mindfulness activities in the classrooms, students with EBDs can learn strategies to remain neurologically regulated in their daily lives, and in turn developing them into thriving learners.

■ Pg 83 ■ “Approaches to training mindfulness embody qualities that any teacher with a little knowledge, training, and motivation can and should be able to embed into his/her own classroom.” (pg 85) Impact of family functioning on classroom problem behavior of children with EBD: https://journals.sagepub.com/doi/pdf/10.1177/1063426615587262

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This article discusses the potential factors of family life influencing the severity of behaviors of students with EBDs. The information presented has the potential to bring awareness to educators when they are advocating for the rights and needs of their students. Educators that consider familial factors can better serve as a culturally responsive teacher, giving thought to each influencer in the student’s life.

Academic Instruction for Students with EBDs ○ https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=tfh& AN=11401566&site=eds-live&custid=s8876267 ○ Information regarding the academic performance of students with EBDs are displayed in this resource. Readers will find the influencing relationship between instructional practices and student behavior causing a disruption in the learning of all students, especially that of the student with an EBD. This resource is useful in bringing awareness to misguided management strategies and the lack of research for supporting the educational experiences of students with EBDs. Educating students with emotional and behavioral disabilities in the 21st century: Looking through windows, opening doors. ○ https://www.proquest.com/docview/202683957?accountid=6363 ○ This scholarly journal utilizes the metaphor of windows and doors to identify current problems, future possibilities, and goals to strive towards to bring better advocacy to the needs of students with EBDs. The approach to educating students with EBDs can seem to be overlooked, however, educators can change this trend and uniquely serve students with EBDs. Trauma is ‘Written Into Our Bodies’—but Educators Can Help ○ https://www.edutopia.org/article/trauma-written-our-bodies-educators-can-help ○ This article, written through collaboration between a pediatrician and a former educator, provides insight to the effects of trauma and Adverse Childhood Experiences(ACEs) challenge the learning of students. Students with EBDs have the strong potential to have experienced trauma, therefore increasing the importance of teacher awareness of trauma within the classroom. The doctor mentioned strategies, including mindfulness and emotional awareness activities, for teachers to implement into their classrooms.

6. Types of EBDs (note in section that more than these disorders fall in the category) ​CHLOE- 7 ● Behavior disorders ​https://kidshealth.org/#catemotion​ This site in general is a great resource- it has a “for kids”, “for parents”, and “for educators” sections; articles/advice are reviewed by professionals ■ Schizophrenia ● VERY accessible and useful for understanding terminology of schizophrenia and several of the EBDs http://teenmentalhealth.org/mental-disorders/schizophrenia/ ○ This resource provides information about the different perceptions and causes of schizophrenia. It also conveys

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medical treatment plans once diagnosed. Parents and educators can refer to the resource to gain more understanding about schizophrenia.

Bipolar disorder ● https://www.stanfordchildrens.org/en/topic/default?id=bipolar-disor der-in-adolescents-90-P01618 ○ This article gives a general overview of the causes, symptoms, and medical treatment plans for students with Bipolar Disorders. Parents/Guardians can refer to the article to acquire information in order to properly help students who may be experiencing symptoms, or already have been diagnosed with Bipolar Disorders.

Anxiety/Depression ● CDC Resource for parents to learn more about children/teens w/anxiety or depression; also tools for parents to connecthttps://www.cdc.gov/childrensmentalhealth/depression.html ○ This article explains the different characteristics between anxiety and depression. However, the treatment plan provided can be used to treat both disorders. Parents can refer to the article to distinguish the symptoms to accurately support their children. ● Resource for parents/teachers/anyone wondering about anxiety in students; talks about and explains treatment options https://www.healthychildren.org/English/health-issues/conditions/e motional-problems/Pages/Anxiety-Disorders.aspx ○ This knowledgeable resource discusses in depth the causes and challenges of anxiety, emphasizing that anxiety is on the rise. Parents and educators can refer to the resource to recognize symptoms and inform others on how they can help those who experience anxiety.

Eating disorders ● Great resource for families with teen/child w/an eating disorder http://www.med.umich.edu/yourchild/topics/eatdis.htm ○ This document discusses information on eating disorders.

Specifically about Anorexia, Bulimia, and Body Dysmorphic Disorder. Families can refer to this document to gain a better understanding on the different types of eating disorders. Providing professional resources for families to use for teenagers and children.

Obsessive compulsive disorder ● http://teenmentalhealth.org/mental-disorders/obsessive-compulsiv e-disorder-ocd/

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Note- although this is an organization, a group of people with masters/PHDs run it and outsource info from doctors, psychiatrists, etc. that they include on their website This website lays out distinct characteristics between Obsessions and Compulsions. It also includes frequently asked questions that provide clarity to readers on the topic.

Anyone can utilize this resource to better inform themselves about OCD.

7. Impact of trauma of EBDs ​MAGGIE ● https://scholarlycommons.law.hofstra.edu/cgi/viewcontent.cgi?article=2869&context=hlr ○ This law review is a thought-provoking proposal about adding a more specific category for trauma under Emotional Behavior Disorders in the Individuals with Disabilities Education Act (IDEA). The review could be especially helpful for policy makers in education, as well as those advocating for change in how trauma is addressed in schools. ● Trauma Informed Parenting ​https://www.childwelfare.gov/pubPDFs/child-trauma.pdf ○ This inviting pamphlet presents clear facts about what trauma is, how it may present itself, and advice on how to support children impacted by it. The information included is valuable for any audience member, especially in generating widespread awareness of trauma and its potential effects. Trauma does not only exist in children, so the information may also help people better understand the behaviors of their family members, friends, and co-workers impacted by trauma. ● Why be trauma informed? https://www.nationwidechildrens.org/family-resources-education/700childrens/2019/08/h ow-to-be-a-trauma-informed-parent ○ This brief article explains the importance of being trauma-informed as a parent and how to foster a trauma-informed environment at home. Many assume that trauma may originate in the household, but that is not always the case.

Therefore, equipping oneself as a parent or guardian to identify signs of trauma and strategies for helping children impacted by trauma is of great value.

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Addressing the Impact of Trauma Before Diagnosing Mental Illness in Child Welfare http://www.cmhtampaconference.com/files/27/presentations/s73-a.pdf ○ This research analysis makes evident an over-diagnosis of mental illnesses within the Child Welfare System. Research presents that many of the symptoms of trauma and mental illnesses overlap, so mental illnesses are commonly diagnosed before potential trauma is treated. This research may be of interest to anyone working within the Child Welfare System, as well as for medical professionals that are responsible for diagnosing patients. Such awareness may

allow for early intervention to occur for children dealing with trauma before they are labeled as having a mental illness.

Intro: Hey, you! Watch this: https://www.youtube.com/watch?v=YvHXZgKqlLs There are countless amounts of students with stories like Kelsey’s all around the world. You, too, may even know someone who has an Emotional Behavior Disorder.

Emotional Behavior Disorders, or EBDs, are defined by law as “conditions exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s 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 if 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” The purpose of this digital flipbook is to answer some of the initial questions that arise in those who live or work with people who have EBDs. You will find uniquely designed sections in the flipbook, including: 1. What are EBDs? 2. Children’s Books about EBDs 3. EBDs for Teens/Adolescents 4. EBDs for Parents 5. EBDs for Educators 6. Types of EBDs 7. Impact of Trauma on EBDs Take the time to look through each section. Enjoy!

Conclusion:

Thank you for taking the time to inform yourself about Emotional Behavior Disorders! Don’t stop at researching... go be the difference in a child’s life.

For further education on Emotional Behavior Disorders, reach out to your local school district.

Also, refer back to this resource as needed.

References 700 Children's. (2019). Negative Behavior as a Form of Communication: How to Be a Trauma-Informed Parent. Retrieved October, 2020, from https://www.nationwidechildrens.org/family-resources-education/700childrens/2019/08/how-tobe-a-trauma-informed-parent Boyse, K. (2010). Eating Disorders: What Families Need to Know. Retrieved October, 2020, from http://www.med.umich.edu/yourchild/topics/eatdis.htm

Center on PBIS. (2020). Supporting Families with PBIS at Home. Retrieved October, 2020, from https://assets-global.website-files.com/5d3725188825e071f1670246/5e83b41b7df0210d47588d1 2_Supporting%20Families%20with%20PBIS%20at%20Home%20FINAL.pdf Centers for Disease Control and Prevention. (2020). Anxiety and Depression in Children.

Retrieved October, 2020, from https://www.cdc.gov/childrensmentalhealth/depression.html Child Welfare Information Gateway. (2014). Parenting a Child Who Has Experienced Trauma. Retrieved October, 2020, from https://www.childwelfare.gov/pubPDFs/child-trauma.pdf ConnectAbility.ca. (2010). Calming Strategies to Use with Children. Retrieved October, 2020, from https://connectability.ca/2010/09/23/calming-strategies-to-use-with-children/ Cook, J., & Dufalla, A. (2012). ​Wilma Jean the worry machine.​ National Center for Youth Issues.

Council for Exceptional Children, & Council for Children with Behavioral Disorders.

(2014). Behavior Disorders: Definitions, Characteristics, & Related Information. Retrieved October, 2020, from https://community.cec.sped.org/ccbd/about/ebddefintion DeBar, R. M., & Flanagan, T. F. (2017). Trial-Based Functional Analyses With a Student Identified With an Emotional and Behavioral Disorder - Timothy F. Flanagan, Ruth M. DeBar, 2018. Retrieved October, 2020, from https://journals.sagepub.com/doi/10.1177/0198742917719231

Griffin, G., McClelland, G., Hozberg, M., Stolbach, B., Maj, N., & Kisiel, C. (2010).

Addressing the Impact of Trauma Before Diagnosing Mental Illness in Child Welfare. Retrieved October, 2020, from http://www.cmhtampaconference.com/files/27/presentations/s73-a.pdf Hayward, M. B., & Hartman, N. L. (2009). ​I See Without My Eyes​. AuthorHouse.

Hoffman, M., & Asquith, R. (2013). ​The great big book of feelings​. Lincoln Children's Books.

Kastle, S. (2015). ​Why is Dad so mad?​ Tall Tale Press.

Lukowiak, T. (2010). Training and Support for Parents of Children with Emotional and Behavioral Disorders. Retrieved October, 2020, from https://files.eric.ed.gov/fulltext/EJ1137183.pdf Malow, M. S., & Austin, V. L. (2016). Mindfulness for Students Classified with Emotional/Behavioral Disorder. Retrieved October, 2020, from https://files.eric.ed.gov/fulltext/EJ1103673.pdf McCarthy, C. (2019). Anxiety in Teens is Rising: What's Going On? Retrieved October, 2020, from https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/An xiety-Disorders.aspx

Merrill, S. (2020). Trauma is 'Written Into Our Bodies'-but Educators Can Help.

Retrieved October, 2020, from https://www.edutopia.org/article/trauma-written-our-bodies-educators-can-help Mindful Aotearoa (Producer). (2015). ​Kids Explain Mindfulness​ [Video file]. Retrieved October, 2020, from https://www.youtube.com/watch?v=awo8jUxIm0c&feature=emb_title Nelson, M. C. (2000). Educating students with emotional and behavioral disabilities in the 21st century: Looking through windows, opening doors. Retrieved October, 2020, from https://www.proquest.com/docview/202683957?accountid=6363 Pruess, A. (2020). 75 Easy and Fun Calm Down Strategies for Kids. Retrieved October, 2020, from https://parentswithconfidence.com/calm-down-strategies-for-kids/ Shannon, D. (1998). ​No, David!​ Blue Sky Press.

Siegel, D. (Producer). (2018). ​The Adolescent Brain​ [Video file]. Retrieved October, 2020, from https://www.youtube.com/watch?v=0O1u5OEc5eY Stanford Children's Health. (n.d.). Default - Stanford Children's Health. Retrieved October, 2020, from https://www.stanfordchildrens.org/en/topic/default?id=bipolar-disorder-in-adolescents-90-P0161 8 Stoutjesdijk, R., Scholte, E. M., & Swaab, H. (2016). Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special

Education. Retrieved October, 2020, from https://journals.sagepub.com/doi/pdf/10.1177/1063426615587262 Teenmentalhealth.org. (n.d.). Obsessive Compulsive Disorder (OCD). Retrieved October, 2020, from https://teenmentalhealth.org/mental-disorders/obsessive-compulsive-disorder-ocd/ Teenmentalhealth.org. (n.d.). Schizophrenia. Retrieved October, 2020, from https://teenmentalhealth.org/mental-disorders/schizophrenia/ U.S. Department of Education- IDEA. (2017, May 02). Sec. 300.8 (c) (4). Retrieved October, 2020, from https://sites.ed.gov/idea/regs/b/a/300.8/c/4 Wehby, J. H., Lane, K. L., & Falk, K. B. (2003). Academic Instruction for Students with Emotional and Behavioral Disorders. Retrieved October, 2020, from https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=tfh&AN=11401566 &site=eds-live&custid=s8876267 West Virginia State Department of Education. (2018). Emotional/ Behavioral Disorder Fact Sheet. Retrieved October, 2020, from http://wvde.state.wv.us/osp/Fact_Sheet_Behavioral_Disorder.pdf Winder, F. (2015). Childhood Trauma and Special Education: Why the "IDEA" is Failing Today 's Impacted Youth. Retrieved October, 2020, from https://scholarlycommons.law.hofstra.edu/cgi/viewcontent.cgi?article=2869&context=hlr