Understanding Behaviorally and Emotionally Challenged Children

As a teacher, trainer, and administrator, I experienced student interventions from every perspective. In fact, when my daughter struggled with depression and anorexia, my role as parent required I approach a familiar situation from a completely different angle. 

No matter what the child brings to the environment, it is school's job with the help of all stakeholders to find a way to help them learn. The steps simply stated are to identify the problem, assess the needs and implement interventions. The process grows in complexity during the execution of the plan. 

Identify the problem

As professionals, it can be a challenge to identify the conduct disorder student from the student who is emotionally disturbed, and it is in these cases that it is a relief to have a "team" to make educated decision. The team usually consisted of teachers, administrators, counselors, parents, the student, and any community support personnel such as social workers, doctors, etc. 

More than once we had to refer to the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) to read the different criteria. Working with a team is challenging but over the years, working as a member a team became more comfortable. The value of a team approach is that each person adds valuable information and observes the child in different environments under different situations. 

However, a diagnosis can change or be adapted as new information is acquired. Think about a mechanic who works on a car. They begin with a simple, logical diagnosis. Then following numerous tests and procedures they may discover their first hunch was inaccurate. At this point the technician begins analyzing the car to identify a different possible cause for the problem.

Non-human objects are easier to repair. Choices are limited. Concrete answers are usually available. Working with children who are evolving, growing, and influenced by the environment complicates the process. Again, the reason for a team working together who have access to multiple resources.  

The criteria for ED, emotional disorder, are interesting and difficult. The criteria do not ask for yes or no responses but require in-depth observations and discussions. In many cases different members of the educational team have split in how to respond. 

Emotional disturbance means 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.

 - Sec. 300.8 (4) - Individuals with Disabilities Education Act

A student with a conduct disorder has extremely different needs. 

Conduct Disorder (CD) is diagnosed when children show an ongoing pattern of aggression toward others, and serious violations of rules and social norms at home, in school, and with peers. These rule violations may involve breaking the law and result in arrest. 

- Behavior or Conduct Problems in Children | CDC

Seldom is it possible to make a quick diagnosis that is concise and complete. 

Assess the needs

I've witnessed these two types of students don't function well in the same setting. The conduct student can really manipulate, "pull the strings," of the emotional student. Where one need strict behavior consequences, the other needs consistent expectations, procedures and responses to behaviors.

I am attracted to the emotionally disturbed child; though challenging they can make significant gains and are often appreciative of support. One year I had 9 ED students on my caseload. This was an unusual amount as the majority came in with the sixth grade class; there must have been something in the water the year they were conceived. 

Over the years our school serviced some students who were quite violent and often uncontrollable. I have learned to duck and dive from flying chairs, read body language, respond in a calm manner, and listen. And though listening is the last item on the list, it is by far the most important. I have discovered that sometimes the best response is no response and that sometimes consequences are not needed - just time.

Each child has unique needs and must be dealt with differently. In my role as a principal, I often walked into a situation when the child had escalated. As the next line of defense, when a teacher needs assistance. When I couldn't calm the child, the SRO (school resource officer) was called to assist. There were few times the SRO was necessary, but I am lucky that he was student center with goals that were the same as mine - to create an environment where the student can become composed, redirected, process the situation, and remain at school. 

We discovered the need to develop rapport with the students so when our presence was requested we did not enter the room and further escalate the situation. With this in mind the SRO and I try to make regular contact with the students, know their names and interests, and interact positively.

Interventions

What I learned and consciously applied was to teach students replacement skills. It is so easy to expect a change and not teach how to make the change happen. 

A multitude of resources exist to help students manage behaviors. Some interventions prompt change. Sometimes several scaffolded interventions teach a student to change and develop new behaviors slowly over a period of time. And sometimes when one intervention proves ineffective, another must be implemented, tested and the process continues until some success is discovered. 

For maximum growth a wraparound approach is valuable. The more people/programs who are involved with a student that can be included in the development and implementation of the student's plan the quicker success will be evident. 

So often the school works to support and teach a student but when the child goes home there is no consistency or support. Or the opposite can be true. An effective plan is developed at home becomes difficult to implement in a school, especially secondary schools, where there are many personalities and transitions. This is why a team who works together to create an approach that is implemented across different environments is necessary. It allows everyone to work together towards a common goal. 

As a society, we are moving in the right direction as we teach and support the emotional disturbed child. My greatest concern is that as they move onto a high school, college, or into the work force the supports may disappear that offer them success. Because of this fear, the goal is to find a way to continue the growth the students are making in middle school as they go on to high school and on. This is again an asset of the wraparound approach.

Children grow up and become adults. If the job of educators and stakeholders is done effectively, the children learn to manage their own needs and become productive citizens.

Read another personal essay from Brenda Mahler

Understanding Behaviorally and Emotionally Challenged Children

I Taught a Student Who Killed Himself