DID YOU KNOW? Incidence of mental illness was 1/5

(NIMH, 2004) Varying definitions and

diagnostic criteria Words like mental illness have had

negative connotations in the past… Reduce confusion by using accepted

Federal Law terminology Emotional Disturbance

http://www.ccsd.ca/factsheets/demographics/; Sherrill, 2004, 6e

EMOTIONAL DISTURBANCE DEFINITION CONTINUED:

Federal Law defines Emotional Disturbance as: i. A condition exhibiting one or more of the following

characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:…

A. An inability to learn which cannot be explained by intellectual, sensory, or health factors.

B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

C. Inappropriate types of behaviors or feelings under normal circumstances;

D. A general pervasive mood of unhappiness or depression; or

E. A tendency to develop physical symptoms or fears associated with personal or school problems

ii. The term includes schizophrenia. The term does not necessarily apply to children who are socially maladapted, unless it is determined that they have a serious emotional disturbance.

EMOTIONAL DISTURBANCE DOES NOT HAVE A FACE… More than just skin deep Many individuals who DO NOT

have emotional disturbance may display some of the same behaviors at certain times during development.

ED characteristic behaviors continue over long periods of time...

Signals not coping with their

environment or peers.

E.g. Statements may not necessarily reflect an emotional disturbance…

SO WHAT ARE THE CAUSES?

NOT adequately determined (Notice a theme in this class...)

Following factors plausible: Heredity Brain chemistry Personality Diet Stress Family functioning and

overall environment

http://www.childpsychologist.com/mod/resource/view.php?id=11

IMPORTANT TO CONSIDER ENVIRONMENT… Environment = One of the

most significant contributing factors may lead to: Instability Inconsistency Lack of fundamental and

meaningful relationships Identity crisis Self-esteem issues Feelings of neglect, anger,

and abandonment.

ENVIRONMENT: WHO IS @ INCREASED RISK? Any of the following increase risk of

emotional disturbance: Male (Marder & Cox, 1991) Multiple out-of-home placements

(Foster Care System)/Homeless Family history of mental illness Exposure to domestic

violence/alcohol, physical and/or sexual abuse

Neglect Poverty (See figure 1) Race: Black students 59% more

likely to be identified as emotionally disturbed than white students (CCRE, 1998).

Foster care: Figure 2: Onset and Prevalence of emotional disturbance

CHARACTERISTICS MAY INCLUDE….

Hyperactivity (short attention span, impulsiveness);

Aggression/self-injurious behavior (acting out, fighting);

Withdrawal Difficulty establishing relationships

(Hardman, 1990) Self-esteem issues Immaturity (inappropriate crying,

temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

Children may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings

INTERVENTIONS Individual Education Plan Psychological Services ad

Counseling Behavior modification Life Space Intervention Conflict Resolution Medication or Drug Therapy Cooperative Home-School-

Community Programs

POSITIVE EFFECTS OF PHYSICAL ACTIVITY.... Reduces depression, anger, disruptive behaviors,

and stereotypes (Hassmen et al., 2002; Bartholomew et al., 2005)

Aerobic activity tends to yield better results than less vigorous activity (Tzack et al., 2005)

Perceived as pleasant and enjoyable (Lavay et al., 1990)

Exercise should be: Noncompetitive (Some exceptions when one-

on-one) Nonthreatening Moderate intensity for 20-30 min. Used 2 or 3 times a day or as often as daily as

seen beneficial for the child Serves as a voluntary time-out or time of reflection

and relaxation Wanting to exercise is most important - Therefore

it should not be used as a mandatory part of intervention

CONSIDERATIONS FOR PHYSICAL ACTIVITY Change environment and be

prepared it is “extremely” demanding

Families may need help in understanding child's condition and learning how to work effectively with him/her

Services based on individual needs –change curriculum if necessary

Open communication & collaboration crucial.

Extended support system necessary Careful Transitions from one part of

lesson plan to another

More time on each activity.

Specific instruction on getting into game formations

Specific Instruction on changing game formations

Illustrative changes: (1) Modifying difficulty (2) Offering choices (3) Field trips to activities “Just for Kicks”

Detailed IEPS Smaller class sizes

Sherrill, 2004, 6e, Chapter 22 Serious Emotional Disturbance and Autism