Emotional disorder

Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders (ICD-10); refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress. Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders (ICD-10); refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress. The classification is often given to students after conducting a Functional Behavior Analysis. These students need individualized behavior supports such as a Behavior Intervention Plan, to receive a free and appropriate public education. Students with EBD may be eligible for an Individualized Education Plan (IEP) and/or accommodations in the classroom through a 504 Plan. Before any studies were done on the subject, mental illnesses were often thought to be a form of demonic possession or witchcraft. Since much was unknown, there was little to no distinction between the different types of mental illness that we refer to today. Most often, they were dealt with by performing an exorcism on the person exhibiting signs of any mental illness. In the early to mid 1800s, asylums were introduced to America and Europe. There, patients were treated cruelly and often referred to as lunatics by the doctors in the professional fields. The main focus of asylums were to shun people with mental illnesses from the public. In 1963, the Community Mental Health Centers Construction Act (Public Law 88-164), was passed by congress and signed by John F. Kennedy, which provided federal funding to community mental health centers. This legislation changed the way that mental health services were handled and also led to the closure of many large asylums. Many laws soon followed assisting more and more people with EBDs. 1978 came with the passing of Public Law 94- 142 which required free and public education to all handicapped children including those with EBDs. An extension of PL 94-142, PL 99-457, was put into act which would provide services to all handicapped children from the ages of 3-5 by the 1990-91 school year. PL 94-142 has since been renamed to the Individuals with Disabilities Education Act (IDEA). Various terms have been used to describe irregular emotional and behavioral disorders. Many of the terms such as mental illness and psychopathology were used to describe adults with such conditions. Mental illness was a label for most people with any type of disorder and it was common for people with emotional and behavioral disorders to be labeled with a mental illness. However, those terms were avoided when describing children as it seemed too stigmatizing. In the late 1900s the term 'behaviorally disordered' appeared. Some professionals in the field of special education accepted the term while others felt it ignored emotional issues. In order to make a more uniformed terminology, the National Mental Health and Special Education Coalition, which consists of over thirty professional and advocacy groups, coined the term 'emotional and behavioral disorders' in 1988. According to the Individuals with Disabilities Education Act an EBD classification is required if one or more of the following characteristics is excessively observed in a student over a significant amount of time: The term 'EBD' includes students diagnosed with schizophrenia. However, it does not have any significant bearing on students who are unstable socially unless they also meet the above criteria. Providing or failing to provide an EBD classification to a student may be controversial, as the IDEA does not clarify which children would be considered 'socially maladjusted'. Students with a psychiatric diagnosis of conduct disorder are not guaranteed to receive additional educational services under an EBD classification. Students with an EBD classification who meet the diagnostic criteria for various disruptive behavior disorders, including attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), or conduct disorder (CD) do not have an automatic eligibility to receive a IEP or 504 Plan. Students considered 'socially maladjusted', but ineligible for an EBD classification (i.e., students diagnosed with conduct disorder), often receive better educational services in special education classrooms or alternative schools with high structure, clear rules, and consistent consequences. Students with EBD are a diverse population with a wide range of intellectual and academic abilities. Males, African-Americans, and economically disadvantaged students are over-represented in the EBD population, and students with EBD are more likely to live in single-parent homes, foster homes, or other non-traditional living situations. These students also tend to have low rates of positive social interactions with peers in educational contexts. Students with EBD are often categorized as 'internalizers' (e.g., have poor self-esteem, or are diagnosed with an anxiety disorder or mood disorder) or 'externalizers' (e.g., disrupt classroom instruction, or are diagnosed with disruptive behavior disorders such as oppositional defiant disorder and conduct disorder). Male students may be over-represented in the EBD population because they exhibit disruptive externalizing behavior that interferes with classroom instruction. Females more commonly exhibit internalizing behavior that does not interfere with classroom instruction; thus, teachers may refer males for special education services more often than females. Students with EBD are also at an increased risk for learning disabilities, school dropout, substance abuse, and juvenile delinquency. A person with EBD with 'internalizing' behavior may have poor self-esteem, suffer from depression, experience loss of interest in social, academic, and other life activities, and may exhibit non-suicidal self-injury or substance abuse. Students with internalizing behavior may also have a diagnosis of separation anxiety or another anxiety disorder, post-traumatic stress disorder (PTSD), specific or social phobia, obsessive–compulsive disorder (OCD), panic disorder, and/or an eating disorder. Teachers are more likely to write referrals for students that are overly disruptive. Screening tools used to detect students with high levels of 'internalizing' behavior are not sensitive and are rarely used in practice. Students with EBD with 'externalizing' behavior may be aggressive, non-compliant, extroverted, or disruptive.