Teaching Students with Emotional, Behavioral & Communication Disorders

Definitions of Emotional, Behavioral, and Communication Disorders

Students with emotional, behavioral, and communication disorders have special needs that instructors can address in the classroom through best-practice instructional strategies. Working with strong, evidence-based definitions, instructors can also identify students with these disorders by recognizing their core characteristics, while acknowledging and appreciating each student's individuality and unique self-expression.

Emotional and behavioral disorders are defined differently at the state and federal level, with IDEA language referring to the term "emotional disturbance," which is eschewed in most states (Taylor, Smiley & Richards, 2009, p. 167). The IDEA definition of emotional disturbance includes children with schizophrenia as well as those who exhibit an inability to learn or to develop social relationships for other reasons (Taylor, Smiley & Richards, 2009). Controversies and disagreements over the IDEA definition have led to new nomenclature for referring to students with emotional or behavioral disorders. The phrase "emotional or behavioral disorder," or EBD, is defined by several components, including adverse impacts on social, academic, or vocational performance that are unresponsive to standard interventions (Taylor, Smiley & Richards, 2009, p. 168). Like the IDEA definition of emotional disturbance, the definition of EBD also encompasses students who have been diagnosed with a psychiatric condition that is the cause of those issues.

Communication disorders refer to any type of struggle with language or speech. Both language processing and decoding may be problematic for students with communication disorders. Speech and language impairments are relatively common communication disorders. Stuttering and other voice impairments are also communication disorders because they can adversely affect student performance academically and socially (Taylor, Smiley & Richards, 2009). Both speech disorders and language disorders fall under the rubric of communication disorders according to laws like IDEA and organizations like the American Speech-Language-Hearing Association (ASHA) (Taylor, Smiley & Richards, 2009). Speech disorders refer to articulation issues specifically, while language disorders refer to disorders related to the form, content, and function of language (Taylor, Smiley & Richards, 2009).

Characteristics of Students with EBD and Communication Disorders

Although different for each individual — with some variations due to both age and gender — there are distinguishing features of students with emotional and behavioral disorders. Characteristics of EBD can be classified as externalizing (acting out), internalizing (inwardly directed issues), and intellectual or academic characteristics that impact performance in school and on assessments.

The externalizing characteristics exhibited by students with emotional and behavioral disorders are typically the ones instructors, parents, and peers notice first and most often. Aggressive behavior is a prime example of how a behavioral or emotional disorder might manifest. Hitting others or destroying property are types of externalizing behaviors. Some students with EBD may eventually be diagnosed with specific mood or conduct disorders after evaluation by a psychologist (Taylor, Smiley & Richards, 2009).

Internalizing characteristics of EBD are more challenging to recognize, even by parents or siblings. Anxiety, depression, and other mood disorders are examples of internalizing states that adversely affect the quality of life and performance of students with EBD. Only by noticing corresponding behaviors — such as a lack of interest in activities the child once enjoyed or social withdrawal — might a parent or teacher recognize that the student is expressing internalizing characteristics of an underlying emotional or behavioral disorder.

While EBD affects each student differently, there are notable intellectual and academic characteristics that teachers can observe. Students with EBD tend to score lower on IQ tests than their peers without EBD (Taylor, Smiley & Richards, 2009). In fact, the more severe the symptoms of EBD, the lower the student's IQ score tends to be (Taylor, Smiley & Richards, 2009). IQ tests may therefore be considered when assessing a student for EBD. Language deficits are also more prevalent among students with EBD, and global academic performance across multiple subject areas tends to be below that of same-age peers (Taylor, Smiley & Richards, 2009). Students with emotional and behavioral disorders may also have difficulties learning, acquiring, or processing information.

The primary characteristics of students with communication disorders will be evident in the child's speech or in performance on language-related tasks, particularly when that performance lags behind that of peers. Educators may need to recognize specific manifestations of language disorders, such as phonological processing disorder, morphological disorder, semantics disorder, or pragmatics disorder (Taylor, Smiley & Richards, 2009). Some communication disorders — language disorders in particular — are secondary features of intellectual disability or emotional and behavioral disorders (Taylor, Smiley & Richards, 2009). Characteristics of speech disorders may be evident in articulation, such as sound distortion during regular speech, or in a fluency disorder that disrupts the natural flow of conversation (Taylor, Smiley & Richards, 2009).

Instructional Strategies for EBD and Communication Disorders

Best-practice instructional strategies for students with emotional and behavioral disorders include "intensive educational programs" adapted to suit the individual child and the circumstances (Taylor, Smiley & Richards, 2009, p. 176). Students with EBD can access the general curriculum and instructional content, but significant modifications are often needed, particularly when social interaction is part of the classroom design (Taylor, Smiley & Richards, 2009). Research shows that service-learning activities can be especially helpful for these students (Taylor, Smiley & Richards, 2009). Teachers are also advised to focus firmly on academic instruction and student achievement, as student progress is likely to improve behavioral outcomes positively (Taylor, Smiley & Richards, 2009). Supporting the student through personalized, culturally appropriate, positive, and responsive interventions helps develop the self-efficacy and self-confidence that can mitigate many externalizing and internalizing behaviors (Taylor, Smiley & Richards, 2009). One study found positive results implementing a persuasive writing skills activity among students with EBD specifically designed to improve self-efficacy and self-regulation (Ennis & Jolivette, 2014). Further research will reveal the specific instructional strategies warranted with particular student populations.

Teachers working with students with EBD also need to use instructional strategies that promote social skills development. Best practices in social skills development among the EBD cohort include both "sequencing and generalization," through methods like Stop, Look, Ask, Make (SLAM) (Taylor, Smiley & Richards, 2009, p. 177). The SLAM method breaks down an incident or social skill into its constituent parts, sequencing the steps a child can take to master that skill. Generalization of social skills refers to the child's ability to transfer learning to other scenarios, which is why students with EBD can be taught social skills directly within the classroom environment. Teachers may also have access to specialized and proprietary social skills training interventions through their school district or community, providing additional support for students with severe EBD. Service-learning and transition planning for students with EBD are also part of best-practice recommendations in special education (Taylor, Smiley & Richards, 2009). Functional communication training (FCT), which focuses on communication and effective responses to stress, is also "an evidence-based practice for students with intellectual and developmental disabilities" (Hollo & Burt, 2018, p. 20).

Because language success is integral to overall academic and social success, best-practice instructional strategies are crucial for helping students with communication disorders. In all cases, the instructor can work with a speech and language therapist or pathologist to help plan instructional content in ways that promote each student's success. Achieving literacy goals will be important for students, as will the attainment of communication skills in social settings (Taylor, Smiley & Richards, 2009). Instructional procedures will include isolating specific language components of each exercise, helping the student break down language into its components through direct intervention. For students with language disorders, the teacher may need to assist with both language comprehension and production. Games and technologies may be especially helpful when working with students with communication disorders (Taylor, Smiley & Richards, 2009). Research also underscores the importance of classroom safety and peer victimization in the overall progress of students with communication disorders and emotional or behavioral disorders (La Salle, George & McCoach, 2018).

References

Ennis, R.P. & Jolivette, K. (2014). Using self-regulated strategy development for persuasive writing to increase the writing and self-efficacy skills of students with emotional and behavioral disorders in health class. Behavioral Disorders, 40(1): 26–36.

Hollo, A. & Burt, J.L. (2018). Practices reflecting functional communication training for students with or at risk for emotional and behavioral disorders. Behavioral Disorders, 44(1): 20–39.

Huzinec, C. (2016). Critical education program components for students with emotional and behavioral disorders. Pearson. https://www.pearsoned.com/critical-education-program-components-students-ebd/

La Salle, T., George, H.P. & McCoach, B. (2018). An examination of school climate, victimization, and mental health problems among middle school students self-identifying with emotional and behavioral disorders. Behavioral Disorders, 43(3): 383–392.

Lieberman, A. (2018). Counseling issues. American Journal of Speech and Language Pathology, 27(2018): 13–23.

Ricci, L.A., Zetlin, A. & Osipova, A.V. (2017). Preservice special educators' perceptions of collaboration and co-teaching during university fieldwork: implications for personnel preparation. Teacher Development, 21(5): 687–703.

Taylor, R.L., Smiley, L.R. & Richards, S.B. (2009). Exceptional students: Preparing teachers for the 21st century (2nd ed.). McGraw-Hill. Digital Edition.