Topic 1

Topic 1

Holly Tetreault

Emotional and Behavioral Disorder

The Basics

According to the Individuals with Disabilities Act, Emotional Behavior Disorder is defined as problems such as behaving inappropriately, to the circumstances or pervasive unhappy moves, the adversely affect a child’s education performance and can not be explained by intellectual sensory or health factors. According to the U.S. Department of Health and Human Services (2003), Emotional and Behavioral Disorders are caused by biology, the environment, or various combinations of either. The biological effects can be from genetics and chemical imbalances. Environmental effects are outside factors such as stress, injuries, and loss. There are six categories of Emotional and Behavioral Disorders: Disruptive Behavior Disorders, Disorders of Attention, Pervasive Development Disorders, Anxiety Disorders, Mood Disorders, and various other disorders. According to Dr. Freeman (KIPBS, 2010) the subcategories are as follows:

Disruptive Behavior Disorders

Oppositional Defiant Disorder

Conduct Disorders

Intermittent Explosive Disorder

Disorders of Attention

Attention Deficit Disorder

Attention Deficit/Hyperactivity Disorder

Pervasive Development Disorders

Autism Spectrum Disorders

Aspergers Syndrome

Rett’s Disorder

Childhood Disintegrative Disorder

Pervasive Developmental Disorder

Not Otherwise Specified (PDD-NOS)

Anxiety Disorders

Generalized Anxiety Disorder

Post Traumatic Stress Disorder

Obsessive Compulsive Disorders

Panic Attacks

Selective Mutism

Separation Anxiety

Mood Disorder

Major Depressive Disorders

Bipolar Disorder

Dysthymic Disorder

Substance-induced Mood Disorder

Other Disorders

Schizophrenia

Tourettes Syndrome

Eating Disorders

Self-Injurious Behavior

Federal Policies and Legislation

The first thing parents and educators should understand is that having a diagnosis of EBD does not guarantee a child special education services. However, there are two ways in which they can qualify for support. IDEA (2004), states that students may qualify under Section 504 of the Vocational Rehabilitation Act of 1973, a civil rights law, or under the Individuals with Disabilities Education Act (IDEA). Section 504 provides students with additional education support in the general education classroom. This law prevents students from being discriminated against due to any differing abilities. IDEA requires a student to be evaluated and if they fit into one of the 13 categories of disabilities they qualify. In order for a student to qualify their diagnosis of Emotional or Behavioral Disorders it would have to affect the student’s performance in school.

DSM IV Definitions and Symptoms

The DSM-IV definitions are provided by http://www.behavenet.com/capsules/disorders/dsmivcodes.html as adapted from American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, DC, American Psychiatric Association, 1994.

Disruptive Behavior Disorders: Individuals with these mental disorders suffer from recurrent failure to resist impulsive behaviors that may be harmful to themselves or others.

Disorders of Attention: When problems with attention, hyperactivity, and impulsiveness develop in childhood and persist, in some cases into adulthood, this mental disorder may be diagnosed.

Pervasive Development Disorders: Severe impairment pervades broad areas of social and psychological development in children with these mental disorders.

Anxiety Disorders: mental disorders characterized by felt anxiety or related symptoms are classified as anxiety disorders.

Mood Disorder: This mood disorder is diagnosed when the clinician believes a specific general medical condition causes symptoms suggestive of a manic, mixed, or major depressive episode.

References

Individuals with Disabilities Act (2004). Building the Legacy: IDEA 2004. Identification of Specific Learning Disabilities. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C23%2C

SAMHSA’s Mental Health Information Center (2003). Center for Mental Health Services. Children’s Mental Health Facts. Retrieved from http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp

Behavenet.com Clinical Capsule: DSM IV Codes (2010). Behavenet.com Clinical Capsule. Numerical Listing of Codes and Diagnoses. Retrieved from http://www.behavenet.com/capsules/disorders/dsmivcodes.htm

Topic 2

Topic 2

Holly Tetreault

Emotional and Behavioral Disorders

ADHD

The Basics

The Encyclopedia of Psychology, as adapted by the American Psychological Association (2010), defines Attention Hyper-Activity Disorder (ADHD) as a behavioral condition in which children and adults are impulsive, active, and often unable to maintain attention. For a child to be diagnosed with ADHD they will have six or more symptoms from a list of nine. The symptoms must be present for more than six months. The National Institute for Mental Health (2009) lists symptoms such as hyperactivity: fidgeting, consistent talking, constant movement, and difficulty doing calm and quiet activities. According to FamilyDoctor.org (2009), information on the behavior will be collected from various people who know the child including parents, teachers, coaches, relatives, or childcare providers. Your child’s physician may recommend seeing a psychologist. Only a doctor or psychologist can diagnose ADHD.

For information on strategies to help students diagnosed with ADHD please visit theDepartment of Education Website to view and download the booklet created in 2003 for the sole purpose of helping educators and parents learn to work with their children better.

Federal Policies and Legislation

The first thing parents and educators should understand is that having a diagnosis of ADHD does not guarantee a child special education services. However, there are two ways in which they can qualify for support. PBS.org (2001) states that students may qualify under Section 504 of the Vocational Rehabilitation Act of 1973, a civil rights law, or under the Individuals with Disabilities Education Act (IDEA). Section 504 provides students with additional education support in the general education classroom. This law prevents students from being discriminated against due to any differing abilities. IDEA requires a student to be evaluated and if they fit into one of the 13 categories of disabilities they qualify. In order for a student to qualify their diagnosis of ADHD would have to affect the student’s performance in school. ADHD often falls under other health impairments (OHI), emotional disturbance (ED), or a specific learning disability (LD).

DSM IV Definitions and Symptoms

The Centers for Disease Control (2009), uses the American Psychiatric Association’s Diagnostic and Statistical Manual-IV, Text Revision (DSM-IV-TR) to ensure that people are consistent in their diagnosing of ADHD. They list six symptoms of ADHD that children must have for at least six months in order to be diagnosed as a student with ADHD. These symptoms must be inappropriate and disruptive than a typically developing peer.

Hyperactivity symptoms include:

Students who fidget at inappropriate times.

Students who frequently leave their seat.

Students who run and move frequently and without control.

Students who have trouble playing quietly.

Students who constantly move.

Students who talk excessively.

Terms to Know

Terms are from ADHDnews.com/glossary.html (2010).

ADHD- Attention Hyper-Activity Disorder

Hyperactivity- Having highly or excessively active behavior.

IDEA- law that guarantees services for students with disabilities through and IEP.

IEP- individualized education plan

Impulsiveness- Inclined to act on impulse rather than thought.

Neurological- Brain functions.

Pharmacological- The science of drugs, including their composition, uses and effects.

Section 504- the law that prohibits the discrimination against individuals with disabilities.

Stimulant- a drug that temporarily quickens central nervous system function.

Websites to See

Some of these websites were used to create this page, others are helpful tips and advice for parents and educators.

http://www.pbs.org/wgbh/pages/frontline/shows/medicating/adhd/

http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching.html

http://www.wrightslaw.com/idea/law.htm

http://www.adhdnews.com/glossary.html

http://www.cdc.gov/ncbddd/adhd/diagnosis.html

Additional Resources

These are groups and organizations that help families with children and adults with ADHD.

http://www.add.org/

http://www.chadd.org/

http://www.adhdnews.com/

References

Kazdin, A. E. (2000). American Psychological Association. ADHD. Retrieved fromhttp://www.apa.org/topics/adhd/index.aspx

National Institute for Mental Health (2009). National Institute for Mental Health.ADHD. Retrieved from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

American Academy of Physicians (2009). Family Doctor. ADHD. Retrieved fromhttp://familydoctor.org/online/famdocen/home/children/parents/behavior/118.html

Public Broadcasting System (2001). PBS-Frontline, Medicating Kids. Federal Laws Pertaining to ADHD Diagnosed Children. Retrieved fromhttp://www.pbs.org/wgbh/pages/frontline/shows/medicating/schools/feds.html

Centers for Disease Control (2009). Centers for Disease Control and Prevention.Attention Defecit-Hyperactivity Disorder. Retrieved fromhttp://www.cdc.gov/ncbddd/adhd/diagnosis.html

ADHD News (2008). ADHD News. Glossary. Retrieved fromhttp://www.adhdnews.com/glossary.html