BEHAVIORAL DISORDERS

What do you mean, "behavior disorder"?

Unfortunately, no definition has been universally accepted. The most common definition, proposed by E.M. Bower, has been included in IDEA (Individuals with Disabilities Education Act) and has these characteristics:

• school learning problems
• unsatisfactory intrapersonal relationships
• inappropriate behavior and feelings
• pervasive unhappiness or depression
• physical symptoms or fears associated with school or personal problems

Behavioral problems are very difficult to identify because they consist of behavior that is inconsistent with socially accepted, "normal" behavior for particular age groups. Signs of these disorders may not be evident in all situations, which is why teachers play such an important role in diagnosis.

Can children be screened for these problems?

The answer is, yes! However, it is important to keep in mind that:

• inappropriate behavior is not always consistent across all situations
• intervention strategies should be used, especially in schools, before a child can be referred for testing
• there are broad dimensions of behavior disorders as well as specific categories
• inappropriate behavior must be long-term and persistent in order to be classified as abnormal

Screening methods include:

• intelligence and achievement tests
• intrapersonal assessments
• individual interviews
• self-evaluations
• direct behavior observation
• behavior ratings (compared to others of same age)

IEP's (Individual Education Programs) should be created for children considered to have behavioral disorders. These children recieve special services at school to help them learn. Teachers will work with behaviorally abnormal children to ensure they meet their individual educational goals.

What causes these disorders?

BIOLOGICAL FACTORS:

All behavior involves biochemical activity. Abnormal activity may be caused by:

• genetic accidents
• brain damage
• malnutrition
• physical illness
• physical disabilities
• temperament (inborn behavioral characteristics)

FAMILY FACTORS:

• conflict
• coercion (abuse, nagging, threats)
• divorce
• discipline style- especially when the adult is aloof towards supervision but harsh and inconsistent with punishment
• parental behavior (discipline, language used, attitudes toward education, school involvement)

SCHOOL FACTORS:

Because school failure is so closely associated with personal failure in our culture, school administrators, teachers, and students should recognize the following guidelines when working with students with behavioral disorders:

• have awareness of individual diferences
• hold appropriate expectations
• consistently manage behavior
• make relevant instructional connections
• use proper reinforcement strategies
• provide models of appropriate behavior

Remember that rejection by peers and watching violent TV can exacerbate inappropriate behavior, especially in children who are already aggresive or uncooperative.

What are some types of behavioral disorders?

CONDUCT DISORDER:

This disorder is characterized by antisocial behavior that impairs everyday activity, such as:

• overt aggression
• theft, arson
• lying
• "unmanageability"

These children can be identified by high occurrence of aggressive behaviors past the age at which these behaviors generally wane.

Boys are three times as likely as girls to have conduct disorders!

Check out Conduct Disorders: Facts For Families for more information.

DELINQUENCY AND SUBSTANCE ABUSE:

Remember that lower social classes and minorities [self] report the most delinquent behavior!

Watch for signs of drug use:

• change in school peformance
• change in pesonal appearance
• mood swings
• family withdrawal
• hangs out with "druggie" crowd
• unusual behavior patterns
• defensive attitude towards drugs

ANXIETY-WITHDRAWAL DISORDERS:

These behaviors are often overlooked because they are not disruptive. They can be just as detrimental to learning, however, because socially isolated children don't develop the social skills needed to develop meaningful peer relationships. Self-esteem is often low.

Be aware of these signs of withdrawal:

• feelings of inferiority or self-consciousness
• shyness
• fearfulness

Signs of anxiety disorders include:

• obsessions (repeated thoughts)
• compulsions (repeated actions)

Obsessive/compulsive behaviors are often caused by fears. Some strategies for reducing fears are:

• modeling
• desensitization
• self-control training

ENURESIS AND ENCOPRESIS:

Wetting and soiling can seriously damage a child's self-image and will severely limit the child's social acceptance. Cooperation between teachers at school and parents at home is usually effective in modifying these behaviors.

Check out Anxiety Disorders for more information.

PSYCHOSIS:

This type of behavior is seriously deviant and is identifiable by direct observation. Symptoms include:

• drooling
• staring into space
• unusual behavior patterns
• deranged thoughts, speech, and actions

Intervention Strategies:

• reinforcements
• mainstreaming
• sensory extinction
• operant training
• overcorrecting

Categories of Psychosis:

• Autistic withdrawal
• Self-stimulation
• Self-injury

Check out Psychosis for more information.

References:

Kauffman, James M. Characteristics of Emotional and Behavioral Disorders of Children and Youth. Merrill, NY, 1993.

How much do you know?

1. Boys are more likely than girls to have what behavior disorder? Answer

2. Why are withdrawal disorders not usually identified? Answer

3. What discipline style most often causes behavioral disorders? Answer

1. conduct disorder Back to question 2

2. They are not disruptive. Back to question 3

3. a discipline style that combines aloof supervision and harsh but inconsistent punishment HOME