A publication of the National Dissemination
Center for Children with Disabilities
Emotional Disturbance
Fact Sheet 5 (FS5)
January 2004
Approx. 5 pages when printed.
PDF version
Definition
Many terms are used to describe emotional, behavioral or mental disorders.
Currently, students with such disorders are categorized as having an emotional
disturbance, which is defined under the Individuals with Disabilities Education
Act as follows:
"...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 behavior 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." [Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]
As defined by the IDEA, emotional disturbance includes schizophrenia but does
not apply to children who are socially maladjusted, unless it is determined that
they have an emotional disturbance. [Code of Federal Regulation, Title 34, Section
300.7(c)(4)(ii)]
Incidence
In the 2000-2001 school year, 473,663 children and youth with an emotional
disturbance were provided special education and related services in the public
schools (Twenty-fourth Annual Report to Congress, U.S. Department of
Education, 2002).
Characteristics
The causes of emotional disturbance have not been adequately determined. Although
various factors such as heredity, brain disorder, diet, stress, and family functioning
have been suggested as possible causes, research has not shown any of these
factors to be the direct cause of behavior or emotional problems. Some of the
characteristics and behaviors seen in children who have emotional disturbances
include:
Hyperactivity (short attention span, impulsiveness);
Aggression/self-injurious behavior (acting out, fighting);
Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety);
Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
Learning difficulties (academically performing below grade level).
Children with the most serious emotional disturbances may exhibit distorted thinking,
excessive anxiety, bizarre motor acts, and abnormal mood swings. Some are identified
as children who have a severe psychosis or schizophrenia.
Many children who do not have emotional disturbances may display some of these
same behaviors at various times during their development. However, when children
have an emotional disturbance, these behaviors continue over long periods of time.
Their behavior thus signals that they are not coping with their environment or
peers.
Educational Implications
The educational programs for children with an emotional disturbance need
to include attention to providing emotional and behavioral support as well as
helping them to master academics, develop social skills, and increase self-awareness,
self-control, and self-esteem. A large body of research exists regarding methods
of providing students with positive behavioral support (PBS) in the school environment,
so that problem behaviors are minimized and positive, appropriate behaviors are
fostered. (See the resource list at the end of this publication for more information
on PBS.) It is also important to know that, within the school setting:
- For a child whose behavior impedes learning (including the learning of others),
the team developing the child’s Individualized Education Program (IEP)
needs to consider, if appropriate, strategies to address that behavior, including
positive behavioral interventions, strategies, and supports.
- Students eligible for special education services under the category of emotional
disturbance may have IEPs that include psychological or counseling services.
These are important related services which are available under law and are
to be provided by a qualified social worker, psychologist, guidance counselor,
or other qualified personnel.
- Career education (both vocational and academic) is also a major part of
secondary education and should be a part of the transition plan included in
every adolescent’s IEP.
There is growing recognition that families, as well as their children, need
support, respite care, intensive case management, and a collaborative, multi-agency
approach to services. Many communities are working toward providing these wrap-around
services. There are a growing number of agencies and organizations actively
involved in establishing support services in the community.
Other Considerations
Families of children with emotional disturbances may need help in understanding their children's condition and in learning how to work effectively with them. Help is available from psychiatrists, psychologists or other mental health professionals in public or private mental health settings. Children should be provided services based on their individual needs, and all persons who are involved with these children should be aware of the care they are receiving. It is important to coordinate all services between home, school, and therapeutic community with open communication.
Resources
Greene, R.W. (2001). The explosive child: A new approach for understanding
and parenting easily frustrated chronically inflexible children. New York:
Harper Collins. (Telephone: 212.207.7000. Web: www.harpercollins.com/hc/home.asp)
Jordan, D. (2001). A guidebook for parents of children with emotional or
behavior disorders (3rd ed.). Minneapolis, MN: PACER. (Telephone: 888.248.0822.
Web: www.pacer.org.)
Koplewicz, H.S. (1997). It’s nobody's fault: New hope and help for difficult
children. New York: Three Rivers Press. (To find a local or online bookseller,
go to: www.randomhouse.com/reader_resources/ordering.html)
Miller, J.A. (1999). The childhood depression sourcebook. New York: McGraw-Hill.
(Telephone: 877.833.5524. Web: http://books.mcgraw-hill.com)
Papolos, D., & Papolos, J. (2002). The bipolar child. New York: Broadway.
(To find a local or online bookseller, go to: www.randomhouse.com/reader_resources/ordering.html)
Wilen, T.E. (1998). Straight talk about psychiatric medications for kids.
New York: Guilford. (Telephone: 800.365.7006. Web: www.guilford.com)
Organizations
American Academy of Child and Adolescent Psychiatry
Public Information Office
3615 Wisconsin Ave., NW
Washington, DC 20016-3007
202.966.7300
Web: www.aacap.org
Center on Positive Behavioral Interventions and Supports
5262 University of Oregon
Eugene, OR 97403-5262
541.346.2505
E-mail: pbis@oregon.uregon.edu
Web: www.pbis.org
Federation of Families for Children's Mental Health
1101 King Street, Suite 420
Alexandria, VA 22314
703.684.7710
E-mail: ffcmh@ffcmh.org
Web: www.ffcmh.org
National Alliance for the Mentally Ill (NAMI)
Colonial Place Three
2107 Wilson Boulevard, Suite 300
Arlington, VA 22203-3754
703.524.7600; 703.516.7227 (TTY)
800.950.6264
Web: www.nami.org
National Mental Health Association
2001 N. Beauregard Street, 12th Floor
Alexandria, VA 22311
703.684.7722
800.969.6642
800.433.5959 (TTY)
Web: www.nmha.org
National Mental Health Information Center
P.O. Box 42557
Washington, DC 20015
800.789.2647
866.889.2647 (TTY)
Web: www.mentalhealth.org
This information is copyright free.
Readers are encouraged to copy and share it, but please credit the National
Dissemination Center for Children with Disabilities (NICHCY). Please share
your ideas and feedback with our staff.
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