Emotional and behavioral disorders (EBD) are exhibited in the form of behavioral shortfalls. These are uncontrolled characters and are manifested by numerous cases of disobedient, violent, disruptive, and uncooperative responses. Three-quarters of children and youths with externalizing disorders pass through a predictable development from less to more severe forms of social instability. These conducts cause severe and legitimate anxiety for their teachers, classmates, and school managers as well. It is factual from the history of education (Bower, 1982).
Assessment and Identification of EBD
So far, there is no set standard of establishing EBD as there is for academic achievement. You judge EBD by observing the problematic behavior of a student that requires change. Teachers and educators act as tests for EBD. Direct observation and evaluation of behavior form the basis of better judgement.They base their test judgment by comparing the said EBD students with other students they have taught (Gerber, 2005).Therefore,EBD strongly affect the academic performance of students.
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False identification is the major problem in the evaluation of students with EBD .The distress is so serious that children with EBD are pointed out to have multiple challenges for a long time before they are considered to have EBD. The evidence given should proof beyond doubt that the students have EBD. The fear, therefore, discourages any hope of prevention as noted by Hallahan, Kauffman & Pullen ( 2009).
You observe the behavior irritating until they become protracted, severe, and overwhelming. In fact, (Kauffman, 1999), has offered an agreement of scholars in the study that timely observation of students with abnormal conduct (EBD) is possibly and more pronounced as compared to future intervention. Furthermore, Cheney & Bullis (2004) have written that long periods of untreated disease are injurious to children with minimal serious illnesses and those with one illness develop to have comorbid issues, and the comorbidity is related to an even further insistent and serious medical progression. Therefore, such cases for timely identification and avoidance have been highlighted; nevertheless, the natural exercise of prevention has not been observed (Hallahan, Kauffman, & Pullen, 2009).
Violence
Violence is the major problem in schools. Only a few schools apply violence-prevention- method. Establishing harsh policies and punitive punishment are not the best way to counter belligerence. The best way is to involve the entire school rules, regulation, and management guidelines that emphasis on cautious observing, the incentive for anticipated conduct, and nonaggressive bad values for behavioral violations (Cheney & Bullis, 2004). Conversely, most students are not involved in violent acts, but only a few do.
Students with EBD should be incorporated in the school system irrespective of their infirmities (Bower, 1982). The settlement in school classrooms of many students with behavior (EBD) is not practicable (Cheney & Bullis, 2004). The concept of grounding all services for children and youths with such conducts in the societies where they abode is interesting, and the services offered by community organizations are clearly realistic for only a few. Though, keeping students with severe EBD out of reach of hospitals and residential area and trying to provide required services in the community have achieved little(Bower, 1982). The programs that are effective and efficient for those students are costly and involving platforms and services provided by community relief’s taxpayers. Though, the expected cost saving makes community-based programs to be common, a study has failed to approve them to be viable (Reid & Ryser, 2000).
Teenagers with these behaviors are the ones not employed. Dealing with these (EBD) students to move from high school to employment or to advance studies is among the most challenging responsibilities in school (Cheney & Bullis, 2004). Most programs designed for these students have been condemned as a failure. Critics argue that they characterize lot of youths and children as second-class nationality
Many researchers have suggested that effective and efficient education should be cultural unbiased (Bower, 1982).Culturally sensitive education requires individual learners to pay attention to all knowledge imparted to them .It has been scientifically proved. Even though, the research has been challenged as it culturally favors (Kauffman, 1999).
Conclusion
Teaching youth and children with EBD is extremely challenging. Fostering and rewarding positive behavior are verified to be more effective than trying to eradicate negative conduct. Forced punishment and negative consequences in most cases lead to power struggles, which only worsen the problem behaviors. It is hard to remain focus in the face of such emotionally irritating behaviors. Instructors need to take heart. Their guidance could give a difference to these EBD students who fights with an extremely difficult condition. Students with emotional and behavioral problems should not be completely excluded from the rest of their peers but change the mode of attitude and approach towards them. This is because they have equal opportunities and abilities just like the other children only that they need a different attitude and approach through to ensure they blossom into fully-capable academicians. Teachers should create a suitable environment for these children and should especially seek to establish a healthy relationship with them which will help reduce the tension in classrooms. Learning and delivery services for students with emotional and behavioral challenges should be reviewed to help them through their education experience.
References
Bower, E. M. (1982). Defining emotional disturbance: Public policy and research. Psychology in the Schools 19, (6): 55–60.
Cheney, D., & Bullis, M. (2004). “The school-to-community transition of adolescents with emotional and behavioral disorders.” In R. B. Rutherford, M. M. Quinn, and S. R. Mathur (Eds.), Handbook of Research in Emotional and Behavioral Disorders . New York: Guilford.
Gerber, M. (2005). Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities. Journal of Learning Disabilities 38 , 516–524.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. (2009 ). Exceptional learners: Introduction to special education (11th ed.). Boston: Allyn & Bacon.
Kauffman, J. M. (1999). How we prevent the prevention of emotional and behavioral disorders. Exceptional Children 65 , 448–468
Reid, R.& Ryser, G. R. (2000). Strengths-based assessment differences across students with LD and EBD. Remedial and Special Education, 21 (6), 346-355.
