Chapter 7&8

Understanding Students
with EBD and ADHD

Understanding Students with

Emotional Behavioral Disorders
EBD

is an umbrella term and several

disabilities are categorize underneath it.
The types of disabilities can be
characterized as internal vs. external
Internal: Anxiety, PTSD, Depression
External: Oppositional Defiant Disorder,
Conduct Disorder

Why are internal forms of EBD

are more difficult to notice??

What are the differences

between ODD and CD??
ODD children are defiant against authority
figures, such as parents and teachers. They often
lose their temper easily and have a record of
office referrals. Usually diagnosed at younger
age
Individuals with CD are those who intentionally
violate the rights of others: use of aggression,
vandalism, stealing and etc.

Callous and lack of empathy- DSM-V

ODD can manifest into CD
https://www.youtube.com/watch?v=THsIP7pM9Oc

Reactive Attachment
Disorder (RAD)
Rare, but usually diagnose in young children who have
not developed healthy attachments to their parents
A. Consistent patterns of inhibited emotion or
emotional withdrawn behaviors Ex. Minimally seeks
comforts or responds to comfort in distress
B. Persistent social and emotional disturbance. Ex.,
unexplainable fluctuation in mood and lack positive
affect
C. Child has experienced pattern of inconsistent care,
resulting in behaviors found in Criterion A.
**Children with RAD are hyper aware of changes in
their environment. Many engage in self-injurious
behaviors and self-deprecating speech

Reactive Attachment
Disorder (RAD)
http://abcnews.go.com/2020/video/rad-e

xplaining-reactive-attachment-disorder
-34667787
https://www.youtube.com/watch?v=Ktz

1fCq8Um4

 So

then whats the fundamentally

difference between RAD and ODD or
CD???

Nondiscriminatory Evaluation
Process for Students with EBD
Teacher/Parent

observation

Screening
Prereferral

Stage

Referral
Determination

Nondiscriminatory Evaluation
Process for Students with EBD
Observations: Teacher and Parent
Questions to consider: Do they require one-onone assistance? Difficulties with following
instructions? Incomplete work? Aggressive
behaviors? Withdrawal behaviors? Must occur
in more than one setting
Screening: Assessment Measures
1. Group Intelligence Tests: Most EBD students
score in the low to below average range. May not
accurately depict students intelligence

Nondiscriminatory Evaluation
Process for Students with EBD
Screening contd
-2. Group achievement test: The student
performs below peers or scores lower than
would be expected. May not be true
reflection of students ability b/c of
difficulties with staying on task or in-class
attendance
3. Vision and hearing screening: Results do
not explain behavior

Nondiscriminatory Evaluation
Process for Students with EBD
Pre-referral Process
Teacher implements suggestions from
school-based team: Collects additional
data to progress monitor. The
student is not responsive to reasonable
adaptations of the curriculum and
positive behavior-support techniques.
Referral is made as a result

Evaluation Procedures and

standards
- Individualized IQ test: Ensures that cultural differences are
taken into consideration.
- Scale of assessing EBD: Valid and reliable tests to measure
range of emotion AND behavior. Typically aligned with IDEA
and DSM.
- Assessments of strengths
- Level of social skills, self-esteem, personality or adjustment
- Anecdotal record: Students problem has persisted
throughout life. Record supports its occurrence in more than
one area.
- CBM: Student often experiences difficulty in one or more
academic area
- Direct Observation: Difficulty relating to peers or adults and
in adjusting to school or classroom structure/routine

Nondiscriminatory Evaluation
Process for Students with EBD
Determination
The nondiscriminatory evaluation team
determines that the student has EBD and
needs special education and related
services
An IEP plan is then created to address
specific needs of the child

DESIGNING AN IEP

Needs to address the educational and

mental health needs of students with
EBD
Wrap Around- are family driven,
collaborative, individualized, culturally
competent, and community and
strength based.

Designing an IEP
Supplementary Aids and Services
Should always implement practices that are
evidence base (e.g., Class-wide Peer Tutoring
and Good Behavior Game)

Provide opportunities to learn through socializing

with continual correction or positive feedback

http://ies.ed.gov/ncee/wwc/findwhatworks.aspx

Universal Design for

Learning
Computer-based

support to learn to
solve problems and regulate their
actions
Visual Scheduling/Visual Cues (e.g.,
class-wide behavior charts, visual
schedule of the days routine)
Model appropriate behaviors
Praise and reinforcements

Assessing Progress

Mastery learning- assesses where the child in

their academic development. Usually
incorporates technology and allows students to
work independently. Record students progress
and mastery level for later teacher review.

Meets the student where they are at

Ex., Lexia (reading) and Dream Box (math)..
Dynamic testing- allows students to express what
they know in nontraditional ways
Recommendation: Make it Stick by Brown et al.
(2014).

Understanding Students with

Emotional Behavioral Disorders
Recap of Ch 7.Presentation
EBD is an umbrella term

More likely to dropout of school

Under-developed social/coping skills
Causes are biological causes with
environmental considerations
Brain

functioning and heredity

Research suggest genetics influence
temperament
School factors
Family Factors

Understanding Students with Attention

Deficit Hyperactivity Disorder
IDEA categorizes ADHD under Other
Health Impairment (OHI)
3 Types:
1) Hyperactive-Impulsivity
2) Inattention
3) Combination (most common)

Causes
Hereditary-

child with parents who have

ADHD have a 40-57% chance
Structural differences in the brainfrontal lobes, cerebellum, and basal
ganglia are underdeveloped. Reduced
brain volume.

Amygdala is most developed at birth.

Responsible for emotional responses

Causes
Environmental

causes:

Prenatal- smoking or drinking during

pregnancy
Perinatal- complications with labor and
delivery
Postnatal- Environment toxins

However, evidence are weak for environmental

causes. May interact with genetics

Nondiscriminatory Evaluation
Observation
Screening
Prereferral
Referral
Evaluation
Determination

Observation
Inattentive

Type: makes careless mistakes,

has difficulty with attention and listening,
falls asleep, is forgetful, and has difficulty
with organization skills (look in their desk)
Hyperactive Impulsive: fidgety, leaves seat
often, runs or climbs, difficulty playing
quietly, talks excessively, blurts out answers
Combined: characteristics are both observed

Screening
Classroom work product: consistently poor due to
difficulty staying on task
Group intelligence test: may not reveal true
cognitive ability
Group achievement: performance may not be a true
reflection because of difficulty staying on task
Medical screening- physician does not find a
physical condition that could cause ADHD.
Medication may be prescribed
Vision and hearing: Does not explain academic
difficulties

Prereferral/Referral
Teacher

implements suggestions from

school-based team
Student is non-responsive to changes
Referred to multidisciplinary team for a
complete evaluation

Evaluation process
Psychological evaluation: Does the child meet DSM-5 criteria?
Individual Intelligence test: can range from below average to
gifted
Individual achievement test
Behavior rating scales: determine if students scored in
elevated ranges for inattention, hyperactive-impulsivity, or
both
Teacher Observation: behaviors adversely impact education
acquisition
CBM: Are their academic difficulties in more than one subject
due to missing important skills?
Direct observation: consistent problematic behaviors in more
than one setting

Designing an IEP
Students with ADHD who do not meet eligibility for
special education may qualify for a 504 plan that
provides instructional support. Ex., providing
handouts before class, minimizing distraction
Teaching students organization and goal setting skills
Knowledge of medication and monitor changes in
medication as it corresponds with possible side
effects
Environmental classroom variables, including:
arranging student seats, posing daily schedule,
visual aids, facilitating smooth transitions (ex., lining
up in order)

Effective Instructional
Strategies
Multimodal-

using multiple treatments/

intervention across multiple fields or
discipline (e.g., medication, therapy, social
skills)
Computer assisted technology and video
modeling
Errorless Learning- increases the childs
chance of getting answers right

Caution: maybe more appropriate for younger

children to increase motivation

Monitor and Assess

Progress
Goal

attainment scale- individualized

goals are set and described in the IEP.
CBM can be used to track academic
progress and compare performance to
peers
Data should be used to address any
persisting problem and make changes to
instruction or IEP.