Emotional Disturbance: Understanding Disability And The Brain

Emotional disturbance is a condition that can significantly impact a child's educational performance and is often associated with mental health or severe behavioural issues. According to the Individuals with Disabilities Education Act (IDEA), emotional disturbance is characterised by an inability to learn or maintain interpersonal relationships, inappropriate behaviour or feelings, a pervasive mood of unhappiness or depression, and a tendency to develop physical symptoms associated with personal or school problems. This term includes schizophrenia but excludes socially maladjusted children unless they meet the criteria for emotional disturbance. While the specific causes of emotional disturbance are unknown, it is believed to result from a complex interaction of genetic, biological, psychological, and environmental factors. Next, we will delve into the signs, symptoms, and treatments for emotional disturbance, exploring the challenges and strategies for supporting individuals with this condition.

Emotional disturbance and educational challenges

Emotional disturbances can be challenging in an educational context, often due to potential classroom disruptions. For instance, a student may start crying uncontrollably or throw a wild temper tantrum, which can be challenging for teachers to manage. The Individuals with Disabilities Education Act (IDEA) defines emotional disturbance as:

> "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 that 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 behaviour or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems."

The term "emotional disturbance" includes schizophrenia but does not apply to students who are merely socially maladjusted. Instead, a determination of an emotional disturbance must be made by considering the characteristics outlined above.

Educators and parents can employ preventive measures to manage emotional disturbances in the classroom. For example, functional behavioural assessments (FBAs) can be used to identify the triggers for a student's disruptive behaviour, allowing for the development of an effective behavioural intervention plan (BIP). Behaviour modification strategies, such as positive reinforcement and incentives, can also help students learn less disruptive and more socially acceptable behaviours. Additionally, collaboration between teachers, parents, and professionals such as psychotherapists and behavioural therapists, can be beneficial in determining effective educational strategies for individuals with emotional disturbances.

While emotional disturbances can present challenges in the classroom, with the right strategies and support, educators can help students manage their emotions and behaviour, fostering a more positive and inclusive learning environment.

The official definition of emotional disturbance

Emotional disturbance is a condition that presents one or more of the following characteristics over an extended period and to a marked degree that negatively impacts a child's academic performance. Emotional disturbances are associated with mental health or severe behavioural issues.

The first characteristic of emotional disturbance is an inability to learn that cannot be explained by intellectual, sensory, or health factors. This includes difficulties in acquiring new knowledge or skills, even when the necessary resources and supports are provided.

The second characteristic is the inability to establish or maintain healthy interpersonal relationships with peers and teachers. This may manifest as social isolation, difficulty resolving conflicts, or an inability to form meaningful connections with others.

The third characteristic involves inappropriate types of behaviour or feelings in typical situations. This could include frequent outbursts of anger, aggressive behaviour, or an inability to control impulses.

The fourth characteristic is a persistent mood of unhappiness or depression. This may involve feelings of sadness, hopelessness, or a loss of interest in activities that were once enjoyable.

Finally, individuals with emotional disturbances may also exhibit a tendency to develop physical symptoms or fears associated with personal or school problems. This could include frequent complaints of physical ailments, such as headaches or stomachaches, that do not have a clear medical explanation.

It is important to note that the term "emotional disturbance" includes schizophrenia but does not apply to individuals who are merely socially maladjusted. A determination of emotional disturbance is made based on the presence of the characteristics outlined above.

Disorders classified as emotional disturbances

Emotional disturbance is a broad term for several different mental disorders. According to the Individuals with Disabilities Education Act (IDEA), emotional disturbance is a condition exhibiting one or more of the following characteristics over a long period that adversely affects a child's educational performance:

• An inability to learn that cannot be explained by intellectual, sensory, or health factors.
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
• Inappropriate types of behaviour or feelings under normal circumstances.
• A general pervasive mood of unhappiness or depression.
• A tendency to develop physical symptoms or fears associated with personal or school problems.

The term emotional disturbance includes schizophrenia but does not apply to those who are socially maladjusted, unless an emotional disturbance is determined.

The National Dissemination Center for Children with Disabilities lists six types of emotional disturbances: anxiety disorders, bipolar disorder, conduct disorders, eating disorders, obsessive-compulsive disorder (OCD), and psychotic disorders. However, it is important to note that this list is not exhaustive, and there are other disorders that can be classified as emotional disturbances.

Anxiety disorders are characterised by an irrational fear of everyday situations. This can include panic disorder, post-traumatic stress disorder (PTSD), social anxiety disorder, and specific phobias. Bipolar disorder, also known as manic-depressive illness, involves dramatic mood swings, extreme changes in energy and behaviour, ranging from depressive lows to manic highs. Conduct disorders are characterised by persistent emotional and behavioural problems, a lack of empathy, aggression towards people and animals, destruction of property, and difficulty adhering to rules and societal norms.

Eating disorders involve extreme disturbances in eating behaviour, such as eating too much or too little. Anorexia nervosa and bulimia nervosa are two common forms of eating disorders, with the former characterised by self-starvation and the latter by binge-eating cycles. OCD is sometimes classified as an anxiety disorder and is characterised by recurrent, unwanted thoughts and compulsive, repetitive behaviours. Psychotic disorders involve a disconnection from reality, with symptoms such as delusions and hallucinations.

Preventing disruptive behaviour in the classroom

Emotional disturbance is a condition that exhibits one or more characteristics over a long period, which adversely affects a child's educational performance. This includes an inability to learn or maintain relationships with peers and teachers, inappropriate behaviour or feelings, a pervasive mood of unhappiness, and a tendency to develop physical symptoms associated with personal or school problems. Schizophrenia is also included in this definition.

Disruptive behaviour in the classroom can be challenging for teachers to manage, especially when it comes to students with emotional disturbances. Here are some strategies to prevent and manage such behaviour:

Establish Classroom Norms and Expectations:

Clearly outline the expected classroom behaviour in your syllabus. Define what constitutes productive and disruptive behaviour, and explain the consequences of ongoing disruptive behaviour. On the first day of class, verbally address these expectations and model the desired behaviour.

Identify Triggers and Address Underlying Issues:

Understand that disruptive behaviour is often a student's attempt to communicate an unmet need, anxiety, or discomfort. Identify the specific triggers for each student and address the root cause of the problem. This may include a lack of cognitive flexibility, lack of support for learning differences, boredom, or emotional regulation difficulties.

Provide Calming Supports and Coping Strategies:

During a disruptive episode, remain calm and help the student regulate their emotions. Use a calm tone of voice and deep breathing to maintain a peaceful atmosphere. Provide visual support tools, such as signal cards or hand signs, to help students communicate their needs quietly. Encourage the use of coping tools like deep breathing, counting, or using fidget toys.

Implement Behaviour Modification:

Use strategies such as positive reinforcement and incentives to encourage less disruptive and more socially acceptable behaviours. Collaborate with other professionals, such as psychotherapists or behavioural therapists, to determine effective strategies for individual students.

Set Clear Limits and Consequences:

Address disruptive behaviour directly, immediately, and individually. Be specific about the behaviour that is not acceptable and set clear limits. If a student does not comply, remove them from the class, ensuring you follow the outlined process for addressing disruptive behaviour.

Foster a Positive Relationship:

Build a positive relationship with the student by showing that you are on their team. Communicate that you are there to help and problem-solve together. Offer solutions such as more frequent breaks, input on seating arrangements, and one-on-one help with challenging material.

Encourage Open Communication:

Create a safe space for students to express their feelings and concerns. Acknowledge their emotions and provide opportunities for one-on-one conversations to investigate and address the issues causing the disruptive behaviour.

Document and Follow Up:

Document incidents of disruptive behaviour, including details such as the time, date, location, student behaviour, and actions taken. For minor disruptions, send an email to the student to remedy the behaviour and document the incident. For more serious or ongoing behaviour, contact your departmental leadership for guidance and consider scheduling a meeting with the student to explore appropriate solutions.

Remember, disruptive behaviour is often a cry for help, and by addressing the underlying issues and providing supportive strategies, you can create a positive and inclusive classroom environment.

Strategies for teachers and parents

Emotional disturbance is a condition that exhibits certain characteristics over a long period and to a marked degree, which adversely affects a child's educational performance. This includes an inability to learn, an inability to build or maintain relationships, inappropriate behaviour or feelings, a pervasive mood of unhappiness, and a tendency to develop physical symptoms or fears associated with personal or school issues. Schizophrenia is included in this definition, but social maladjustment is not.

The impact of emotional disturbances on a child's education can be challenging, often due to potential classroom disruptions. Here are some strategies for teachers and parents to help manage and support children with emotional disturbances:

• Functional Behavioural Assessments (FBAs): This strategy identifies the triggers that lead a student to act out. By understanding these triggers, an effective behavioural intervention plan (BIP) can be developed to prevent disruptive behaviour.
• Behaviour Modification: This involves using positive reinforcement and incentives to encourage less disruptive and more socially acceptable behaviours.
• Collaboration: Working together with other professionals such as psychotherapists and behavioural therapists can help determine the best ways to educate and support the child effectively.
• Early Intervention: Identifying emotional disturbances early on can help prevent them from escalating. Teachers and parents should be aware of the signs and seek professional help if they notice any persistent changes in a child's behaviour, mood, or ability to learn.
• Individualised Education Plans (IEPs): Creating an IEP tailored to the child's specific needs can help ensure they receive the necessary accommodations and services to succeed in school. This may include modifications to the curriculum, teaching methods, or classroom environment.
• Social Skills Training: Children with emotional disturbances may struggle with peer relationships. Social skills training can help them learn appropriate social behaviours, improve their communication skills, and build self-esteem.
• Parental Support and Education: Parents play a crucial role in their child's development. Providing parents with resources and support to understand emotional disturbances, effective coping strategies, and how to promote positive behaviours at home can enhance the child's overall well-being.
• Consistent Routines: Establishing consistent daily routines and structure can help children with emotional disturbances feel more secure and better regulate their emotions. This includes consistent sleep schedules, meal times, and structured activities.
• Mindfulness and Relaxation Techniques: Teaching children mindfulness, deep breathing, or other relaxation techniques can help them manage stress and strong emotions. This may include yoga, meditation, or visualising calming scenes.
• Positive School Environment: Creating a positive and supportive school environment is essential. Teachers should encourage open communication, provide clear rules and expectations, and promote a sense of community in the classroom.
• Monitor Academic Progress: Closely monitoring the child's academic progress can help identify any areas of struggle. This allows for early intervention and the provision of additional support or accommodations as needed.

Frequently asked questions