Strategies For Teaching Pupils With Emotional And Behavioural Disorder (ebd)

The management of difficult and disruptive behaviour continues to be an issue in many classrooms. The term EBD is used to refer to a range of difficulties and has been defined as: Emotional and behavioural difficulties range from social maladaptation to abnormal emotional stresses. They are persistent (if not necessarily permanent) and constitute learning difficulties. They may be multiple and may manifest themselves in many different forms and severities. They may become apparent through withdrawn, passive, aggressive or self-injurious tendencies (DfEE 1994: 7). According to Every Child Matters in 2004, every child including EBD and other behavioural needs to have the support they need for improving the quality of life and well being from birth to age 19. They need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing.

Landrum et al. (2008) described the social and academic difficulties that typically characterize students with EBD as falling into three categories: inappropriate behaviour, academic learning problems, and unsatisfactory interpersonal relationships. Inappropriate behaviour usually involves both behavioural excesses (e.g., aggression or disruptive behaviour) and behavioural deficits (e.g., social withdrawal or noncompliance). Academic learning problems that are typical of this population include achievement deficits, attentional problems, and difficulty with academic engagement. Students with EBD therefore not only tend to lag behind peers without disabilities in academic achievement (Kauffman et al. ,2006) but also often lack the academic-related skills that are probably necessary to help them catch up. These include attending to task, responding appropriately in academic settings, retaining information, and applying what they have learned in appropriate contexts. Finally, difficulty establishing and maintaining appropriate interpersonal relationships with peers and adults is a defining characteristic of EBD (Kauffman et al., 2006).

In inclusive classroom, some of behavioural problems may be influenced by physical characteristics of the environment or by the established teaching patterns and class schedule. According to Smith, Neisworth, and Greer (1978), a number of factors should be considered when arranging the classroom environment. These include several elements of physical design and organization, such as lighting, temperature, noise, visual distractions, colours, furniture, displays, and shelving. The seating arrangements, desks, and work and play areas should be designed so that the teacher is able to observe all the students in the room. This organization will allow the teacher to determine which students might need assistance, as well as what types of social interactions are occurring (Stainback, Stainback, & Froyen, 1987).

Students who are referred to as having "emotional disabilities," "behavioural disorders," "serious emotional disturbances," or "emotional and behavioural disorders" have two common elements that are instructionally relevant: (1) they demonstrate behaviour that is noticeably different from that expected in school or the community and (2) they are in need of remediation. The most effective and efficient approach is to pinpoint the specific behavioural problem and apply data-based instruction to remediate it. (Lewis, Heflin, & DiGangi, 1991, p.9).

Two questions need to be addressed in developing any behaviour change procedure regardless of the student`s current behavioural difficulty: "What do I want the student to do instead?" and "What is the most effective and efficient means to help the student reach his or her goals?" Regardless of whether the student is withdrawn or aggressive, the objective is to exhibit a response instead of the current behaviour. We may want the student to play with peers on the playground instead of playing alone. We may want the student to play appropriately with peers on the playground instead of hitting peers during games. For both behaviour patterns, we have identified what we want them to do instead of the current problem behaviour. (Lewis, Heflin, & DiGangi, 1991, p.14).

Using effective teaching strategies will promote student academic and social behavioural success. Teachers should avoid focusing on students` inappropriate behaviour and, instead, focus on desirable replacement behaviors. Focusing behaviour management systems on positive, prosocial replacement responses will provide students with the opportunity to practice and be reinforced for appropriate behaviour. Humour in the classroom lets students view school and learning as fun. Humour can also be used to avoid escalating behaviors by removing the negative focus from the problem. (Lewis, Heflin, & DiGangi, 1991, p.26).

If we expect students to learn appropriate social skills we must structure the learning environment so that these skills can be addressed and practiced. We need to increase the opportunity for students to interact within the school environment so that prosocial skills can be learned. If a student perform as a passive participant in the classroom, then little growth in social skill acquisition can be expected. Just as students improve in reading when they are given the opportunity to read, they get better at interacting when given the opportunity to initiate or respond to others` interactions. It is necessary to target specific prosocial behaviours for appropriate instruction and assessment to occur. Prosocial behaviour includes such things as taking turns, working with partner, following directions, working in group or with others, displaying appropriate behaviour toward peers and adults, increasing positive relationships, demonstrating positive verbal and nonverbal relationships, showing interest and caring, settling conflicts without fighting, displaying appropriate affect. (Algozzine, Ruhl, & Ramsey, 1991, pp. 22-23).

Often overlooked is the need to increase student independence in learning. Students with EBD may be particularly uninvolved in their learning due to problems with self-concept, lack of a feeling of belonging to the school, and repeated failures in school. Instructional strategies involving self-control, self-reinforcement, self-monitoring, self-management and problem solving skills focus primarily on teaching students the skills necessary for taking responsibility and showing initiative in making decisions regarding their own instruction. These strategies, typically used in combination or in a "package format" that incorporates extrinsic reinforcement, have shown promise for enhancing student learning and independence. (Gable, Laycock, Maroney, & Smith, 1991, p.24).

Essential in a curriculum for students with behavioural problems are skills that can directly improve the ultimate functioning of the student and the quality of his or her life. The concept of functional skills is not limited to the areas of self-help or community mobility, but also include skills such as those required to seek and access assistance, be life-long independent learners, respond to changes in the environment, succeed in employment, be adequately functioning adults and parents, and achieve satisfying and productive lives. The concepts of the functional curriculum approach, the criterion of ultimate functioning, and participation to the highest degree possible in life must be extended to students with behavioural disorder , many of whom will otherwise fail to fulfill their potential. (Gable, Laycock, Maroney, & Smith, 1991, p.28)

Therefore it can be argued that students who suffer from Emotional and Behavioural Disorders (EBD) often struggle to control their actions and work as productive members of a classroom. These children commonly lack the impulse and emotional control necessary to handle social interactions effectively. While challenging, these students` behaviours can be controlled with a well-developed classroom management plan as described in this article.

References:

Landrum, T. J., Tankersley, M., &Kauffman, J. M. (2006). What is special about special education for students with emotional or behavioral disorders? In B. G. Cook & B. R. Schirmer (Eds.), What is special about special education? (pp. 12-25).Austin, TX: Pro-Ed.

Department for Education and Employment (1994) Code of Practice for the Identification and Assessment of Special Educational Needs. London: DfEE.

Kimberly A. McDuffie, Timothy J. Landrum, Jennifer A. Gelman (2008) Co-teaching and students with EBD , in Beyond Behaviour (pp 11-16).

Smith, R. M., Neisworth, J. T., & Greer, J. G. (1978). Evaluating educational environments. Columbus, OH: Charles E. Merrill.

Stainback, W., Stainback, S., & Froyen, L. (1987). Structuring the classroom to prevent disruptive behaviors. Teaching Exceptional Children 19(4), (pp 12-16)

Lewis, T. J., Heflin, J., & DiGangi, S. A. (1991). "Teaching students with behavioral disorders: Basic questions and answers." Reston, VA: The Council for Exceptional Children. (ED No. 333659). Stock No. P337.

Algozzine, B., Ruhl, K., & Ramsey, R. (1991). "Behaviorally disordered? Assessment for identification and instruction." Reston, VA: The Council for Exceptional Children. (ED No. 333660). Stock No. P339.

Gable, R. A., Laycock, V. K., Maroney, S. A., & Smith, C. R. (1991). "Preparing to integrate students with behavioral disorders." Reston, VA: The Council for Exceptional Children. (ED No. 333658). Stock No. P340.

DfES (2004), Every Child Matters: change for children in schools, HMO. London, England