defining behaviour problems 1

8/22/2019 Defining Behaviour Problems 1

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Defining Behaviour Disorders

Teachers expected to work with all children

Many students arrive with behaviouralcharacteristics that disrupt the teaching/learning

process

How do we distinguish such children from thenormal developmental behaviour of childhood?


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No such thing as a typical child with

a behaviour disorder


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North American Definitions

Individuals with Disabilities Education Act

(IDEA, 1997) definition of emotional disturbance(original term forbehavioural disorders)

1. Exhibiting one or more of the following characteristics

over a long period of time and to a marked degree,

which adversely affects educational performance:


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a. An inability to learn

b. An inability to build or maintain satisfactory

interpersonal relationships with peers & teachers


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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


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2. The term includes children who are schizophrenic (but

not children who are socially maladjusted)

Criticisms from the Council for Children with BehaviourDisorders (CCBD)

Excluding CD and social maladjustment

Arguments


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Other NA Definitions

National Mental Health and Special Education Coalition

Forness and Knitzer (1992) Emotional or Behavioural

Disorders (EBD):

Characterized by age inappropriate behavioural or

emotional responses in school that adversely affect

performance


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Other NA Definitions

Council for Children with Behavioural Disorders

Forness and Kavale (2000):

Include the possibility of EBD co-occurring with otherdisabilities


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Canadian Definitions

When students exhibit, to a marked and

prolonged extent, behaviour that is clearly

undesirable, inappropriate, and maladaptive in

its social context, they are grouped into the

broad category ofbehaviourally disordered or

behaviour exceptionalities

2 most common are aggressive-acting-out

behaviour and social withdrawal


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Canadian Definitions of

Behaviour Exceptionalities

Unlike the US, no federal definition

Each jurisdiction determines what categories will

exist

10 Provincial or Territorial jurisdictions have official

definitions (8 different definitions)

4 jurisdictions have no definition


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Group One

NWT, Nunavut, Yukon, PEI

No definition or label for students exhibiting

behavioural difficulties

Each has a non-categorical model of special

education delivery (No labeling necessary

model)


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Group One

PEI exception: if an adolescent treatment

program is required (i.e., placement in an

adolescent treatment facility)


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Group Two

Five Jurisdictions with a single definition

encompassing ALL students identified as

behaviourally/emotionally exceptional


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Group Two

Newfoundland

behaviour occurs in multiple environments

including school

adversely affects educational performance in one

or more areas (e.g. social relationships, academic

progress)

behaviour is significantly different in degree

and/or kind from age appropriate norms


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Group Two

New Brunswick

excessive, chronic, inappropriate, behaviours

which consistently interfere with their learningand/or social development, as well as that of other

students.


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Group Two

Nova Scotia

students behaviour deviates significantly from

age appropriate expectations that affect the

students ability to succeed in a regular classroom


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Group Two

Ontario (adapted from IDEA) Behaviour problems over a period of time, marked

degree and nature that adversely affect educationalperformance

May be accompanied by one or more of thefollowing:

Inability to build or maintain interpersonal relationships

Excessive fears or anxieties

Tendency to compulsive reaction

An inability to learn not traced to intellectual, sensory,or other health factors


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Group Two

Ontario(contd)

Current definition under review


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Group Two

Saskatchewan

School-based team) affirms that the student:

has a persistent problem

which is profoundly inappropriate

seriously interferes with the educational process

of self and/or others

differs from cultural, social, community or ageappropriate standards


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Group Three

Jurisdictions with multiple definitions based on the

severity of the behavioural difficulty

Level of funding is related to severity


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Group Three

Manitoba

Level 1:

comprehensive assessment indicates severeemotional, social & behavioural problems

requiring individualized special programming


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Group Three

Manitoba

Level 2:

Extensive modifications in educational

programming


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Group Three

Manitoba

Level 3:

Individualized instruction for entire

school day + intensive support services


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Group Three

Alberta

a) Emotional/Behavioural Disability (generally

described)i. poor relationships

ii. Negative mood

iii.Inappropriate behaviouriv. Difficulty coping


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Group Three

Alberta

b) Severe Emotional/Behavioural Disability

i. Extreme, chronic & pervasive behaviours

ii. Dangerously aggressive & violent

behaviours

iii.Receives highly individualized programiv. Assessment by mental health professional


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Group Three

Alberta

c) Institutional/Homebound

Group home, correctional institution,hospital

d) Justice

Incarcerated, detention centre


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Group Three

British Columbia

a) Students with Behavioural Disorders

General dysfunctional interactions

Usually handled by counselling & school-

based services


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Group Three

British Columbia

b) Moderate Behaviour Disorders

Aggression, delinquency

Negative mood, thought disorders

Very disruptive, pervasive, & chronic

Have not responded to school-basedintervention


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Group Three

British Columbia

c) Severe Behaviour Disorders

Extremely disruptive

Severe mental health conditions

Serious risk to self & others Need intensive intervention, alternate

settings


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Group Three

Quebec

a) Students with behaviour difficulties

Assessment reveals inability to adapt in multiplesituations

Overactive & underactive behaviour

Requires special education services


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Group Three

Quebec

b) Students with severe behavioural difficulties

linked to psychosocial disturbances Functional assessment by multidisciplinary

team leads to diagnosis of

Delinquency Severe behaviour disorder


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Kaufman, 1997: vague & inappropriate definitions

contribute to confused & inadequate legislation, foggyadministrative policies, non-functional teacher training &

ineffective intervention

With broad definitions, many more referrals for specialeducation across all provinces:

Phipps (1982) and Kaufman (1997) both report that

more than 80% of the boys referred for special education

are referred primarily because of their behaviour


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Why such confusion over the definitions?


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Common Characteristics

1. They deviate in an extreme way from the

norm

2. They recur chronically

3. They violate social & cultural

expectations

4. They affect childs self-esteem,

interpersonal relationships, safety &

school achievement


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Overlap with Other Categories

See handout


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Why Study Separately?

defining behaviour problems 1

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