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Lesson 2: Disorders Related to EBD and EBD with Other Diagnosed Disabilities

From KNILT

To return back to unit: Unit 1: What is the definition of an emotional behavioral disability (EBD)?

To return back to mini-course: Students with Emotional and Behavioral Disabilities and Supporting them in the Classroom

Introduction

The definition of EBD is used like an umbrella term in the IDEA law in order for students with different emotional and behavioral disorders to get the right services and academic support in the United States. There are a wide variety of emotional and behavioral disorders that can easily flow into the EBD educational diagnosis, but below are the common disorders you may see in your school.

Emotional Disorders Related to EBD

While the IDEA act has their own disabilities that they deem to be applied for special education, obviously it does not mean that the other disorders are not addressed. Mental illnesses are addressed under EBD in the classroom if it is causing one of the aspects that is required for the educational diagnosis of EBD.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) lays out the overall classification for mental illness and EBD (Turnbull, p. 149, 2016). The four common disorders that are important to be aware of in the educational setting is: anxiety disorder, mood disorder, oppositional defiant disorder, and conduct disorder. While there are other mental illnesses to be aware of, these are the most common in students with EBD.

Anxiety disorder

Anxiety disorder is said to be one the most common childhood disorders (American Psychiatric Association, 2013). Several characteristics of anxiety are excessive fear, worry or uneasiness. Several types of anxiety disorders are, separation anxiety, generalized anxiety, and specific phobia related anxiety, panic disorder, and social anxiety disorder. (Turnbull, p. 149, 2016). Click on the link to each type of anxiety to learn more about each anxiety.

One key thing to remember about anxiety with students is that anxiety can cause physical symptoms and complaints such as nausea and headaches. Students with anxiety can also easily fall through the cracks in terms of getting proper services to help them work through their anxiety.

Mood disorder

The most common association with mood disorder is depression. Students experiencing significant depression usually portray the following changes: emotions such as feeling sad and worthless, lack of motivation in relationships and activities of interests, physical health concerns such as lack of hygiene and eating or sleeping too much or too little, and negative thoughts that lead to lower self-esteem and even suicidal thoughts (Turnbull, p. 149, 2016).

Depression and suicide rates in teens have been a concern in our society over the last few years. Some statistics from the Anxiety and Depression Association of America about teens are:

  • 50% of all lifetime cases of mental illness begin developing by age 14.
  • 75% of all lifetime cases of mental illness begin developing by age 24.
  • 8-10 years is the average delay between onset and intervention.
  • The 2nd leading cause of death in youth ages 10-24 is suicide.
  • 50% of students age 14 or older with a mental illness drop out of high school.
  • 70% of youth in state and local juvenile justice systems have a mental illness

Oppositional Defiant Disorder

Oppositional Defiant Disorder (ODD) is the overall trend of anger, mood, argumentative, and defiant behavior (American Psychiatric Association, 2013). In order to be diagnosed with ODD, a student must demonstrate certain behavior for at least six months consistently such as, "loss of temper, arguments with adults, refusal to cooperate with adults requests. frequent rule breaking, deliberate annoyance of others,blaming others for mistakes, misbehavior, low self-esteem, low threshold for annoyance, expressed resentfulness and anger, and tendency toward vindictiveness (American Psychiatric Association, 2013). This is more common in boys and can be very common in students labeled with EBD.

Conduct Disorder

Conduct disorder is a consist patter of "antisocial behavior that significantly interferes with others' rights or with schools' and communities' behavioral expectations" (American Psychiatric Association, 2013). There are four different categories of conduct disorders:

  • aggressive conduct (physical harm to others)
  • property destruction
  • deceitfulness/theft
  • serious rule violations (ex. truancy, running away)

The difference between oppositional defiant disorder and conduct behavior is that conduct disorder have "severe aggressive and antisocial behavior;they often infringe on other students' rights and demonstrate a lack of empathy" (Turnbull, p. 151, 2016).

Video: Dear Teacher, I have a Conduct Disorder

Comorbidity

With the definition of EBD being so broad yet specific with it's different aspects in order for a student to qualify for the label, it is common for students with EBD to have another disability as well, also known as comorbidity. Comorbidity is "the co-occurrence of mental and physical disorders within the same person" (Goodell, Druss, & Walker, p. 1, 2011).

Other common disorders that can be seen as comorbidity with EBD are autism spectrum disorder and Attention Deficit Hyperactivity Disorder (ADHD). It is no surprise to see how both of these disorders can be prevalent with students with EBD.

Autism is "a neurological and developmental disorder that begins early in childhood and lasts throughout a person's life. It affects how a person acts and interacts with others, communicates, and learns" (MedlinePlus, 2019). A person with autism reacts differently to various situation than "typical" people. If their reactions and behaviors are more towards the definition of EBD or other mental health disorders listed above, they may very well be perceived to also have correlation with EBD.

ADHD is "a disorder that makes it difficult for a person to pay attention and control impulsive behaviors. He or she may also be restless and almost constantly active" ((U.S. Department OF Health AND Human Services, 2016). Like autism, it can be easy to piece together the possibility of the comorbidity with EBD. With ADHD being a disorder where attention is difficult and the actions of impulsive behaviors, the intensity of the behaviors can again lead to a connection with EBD.

Final Thoughts

Understanding different types of mental health illnesses as well as the possibility of other disorders is essential when working with students with EBD. Taking a deeper look into the history of their diagnosis outside of the EBD label helps educators differ from a student "just acting out" to a student struggling with their disability and mental illness.

Reflect: Which disorder's symptoms might we see the most in a general education classroom?

Let's review what we've learn at this interactive worksheet!


To go on to the next unit: Unit 2: What are different instructional strategies and supports for students with emotional or behavioral disabilities?

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