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Chapter 2
WHAT WE’RE ABOUT: THE PROBLEM AND ITS SIZE
Definition and Prevalence
- OUTLINE
Learning Outcomes
Common Terminology
Definition
Different Conceptual Models
Different Purposes of Definitions
Complexities in Measuring Emotions and Behaviors
Range and Variability of Normal and Deviant Behavior
Developmental Norms and Sociocultural Expectations: Ecology
Relationships to Other Exceptionalities
Transience of Many Emotional and Behavioral Problems
Disadvantages in Labeling Deviance
Importance of Definition
Current Federal Definition
Perspectives on Definition
An Emerging Alternative Definition
Examples of Disorders
Prevalence
The Meanings of Prevalence and Incidence
Why Should We Care about Prevalence
Making Prevalence Estimates
Reasonable Estimates and Percentage Served
Factors Affecting Prevalence
Presumed Link Between Causes and Prevalence
Reluctance to Identify EBD
Disproportionality
Social Policy and Economic Factors
Prevalence and Incidence of Specific Disorders
Summary
End-of-Chapter Quiz (eText)
Case for Discussion
LEARNING OUTCOMES
2.1 List common terms used to describe the students we are talking about in this book.
2.2 Explain why EBD should be considered a disability.
2.3 State reasons that explain why defining EBD is so difficult.
2.4 Explain why identifying students with EBD requires arbitrary decisions.
2.5 Defend the position that 2% of the student population is a conservative estimate of
prevalence.
2.6 State the approximate percentage of the public school population that is now receiving special
education in the federal category emotionally disturbed.
TERMINOLOGY
Adaptive behaviors
Autism
Behaviorally disordered
Developmental norms
Developmental risk
Deviance
Disproportionality
Ecological perspective
Emotional or behavioral disorders
Emotionally disturbed
Externalizing behaviors
Extinction
False negative
False positive
Full inclusion movement
Hyperactivity
Incidence
Individuals with Disabilities Education Act
Internalizing behaviors
Learning disabilities
Maladjustment
Mild intellectual disability
Modeling
Prevalence
Projective tests
Punishment
Reinforcement
Reliability
Schizophrenia
Social construct
Social Maladjustment
Validity
CHAPTER 2: TRUE/FALSE
1. Most students with emotional or behavioral disorders are formally identified as having EBD
before they enter school.
2. The identification of emotional or behavioral disorders is a human social process and as such is
influenced by subjectivity.
3. The federal definition of emotional or behavioral disorders found in IDEA 2004 includes students
with schizophrenia.
4. Students with emotional or behavioral disorders may be socially withdrawn.
5. Students with emotional or behavioral disorders typically demonstrate average or above average
academic achievement.
6. It is unusual for a student to demonstrate more than one type of emotional or behavioral problem.
7. Emotionally disturbed is the label currently used in the federal regulations pertaining to special
education.
8. Some disorders of conduct such as extreme aggression create developmental risk.
9. Emotional and behavioral problems are part of normal development.
10. Incidence refers to the number of new cases of X disorder in a given population.
11. The prevalence of identified emotional and behavioral disorders in the school-aged population tends to be approximately equal to that of learning disabilities, or about 5%.
12. An example of a false positive is the student who does not have an emotional or behavioral
disorder, but who is identified by school personnel and then provided special education services.
13. Schools tend to respond to students with emotional and behavioral disorders with early
identification and prevention.
14. Caucasian students with emotional or behavioral disorders tend to be over identified.
15. Estimates based upon the best available research suggest that most students who need services for
EBD are identified by schools and receive special education services.
CHAPTER 2: MULTIPLE CHOICE QUESTIONS
1. Emotional and behavioral disorders are usually described according to which two dimensions:
a. Behavioral and Physiological
b. Biological and Environmental
c. Externalizing and Internalizing
d. Persistent and Transitory
2. The idea that: “Teaching and learning are interactive processes in which teacher and learner
frequently exchange roles” best exemplifies:
a. A biological perspective
b. A cognitive perspective
c. An ecological perspective
d. An objective perspective
3. Using an ecological perspective, temper tantrums in school are best understood by examining
a. Chemical interactions in the environment
b. Genetic and environmental interactions
c. Social and chemical interactions
d. Social interactions in the environment
4. 4. Which disorders seem to heighten a child’s level of developmental risk?
a. Covert antisocial behavior
b. Extreme aggression
c. Socialization to the norms of deviant peers
d. All of the above
e. None of the above
5. The majority of emotional or behavioral disorders are defined by:
a. Sociocultural development
b. Sociocultural expectations
c. Universal developmental norms
d. Universal expectations
6. When studying the social context of behavior, researchers examine the effects of:
a. Modeling
b. Punishment
c. Reinforcement
d. All of the above
e. None of the above
7. If a student’s disability status changes from “normal” to “disturbed” merely by moving across a
state line, we should conclude that:
a. The disordered behavior is probably evidenced infrequently
b. The disordered behavior is less severe than originally presumed
c. State policies differ in how they interpret and apply the federal definition of ED
d. State policies often preclude the identification of internalizing behavior disorders
8. Projective tests measure:
a. Achievement in other domains
b. Observable actions
c. Future achievement
d. Internal states
9. An observation of adaptive behavior would be most valid if performed in a:
a. Classroom
b. Clinical setting
c. Doctor’s office
d. Laboratory setting
10. Students with and without behavior disorders differ in terms of:
a. Frequency of behavior
b. Types of behavior
c. Both of the above
d. None of the above
11. The _________________ should be the most important “imperfect test” in determining if and
when a student needs help in school.
a. Psychiatrist
b. Psychologist
c. Social Worker
d. Teacher
12. Bower’s definition of emotional or behavioral disorders is criticized for its lack of
a. Precision
b. An appreciation of degrees of severity
c. A reliance on subjective judgment
d. Characteristic types of behavior
13. A disorder should be defined:
a. Specifically enough to be of value in working with children who have this disorder as a
primary disability
b. Broad enough to include the possibility of the coexistence of other disabilities
c. So that professionals within the field can communicate successfully with the use of the term
d. All of the above
14. ______________ refers to the total number of individuals with X disorder in a given population.
a. False positives
b. False negatives
c. Incidence
d. Prevalence
15. To say that emotional and behavioral disorders may be ‘episodic’ suggests that a student’s
behavior
a. May change drastically over the course of a year
b. May change drastically over the course of a month
c. May change drastically over the course of a week
d. All of the above
e. Only A & B
16. Current political and economic trends most likely have what influence on the identification and
educational services provided to students with EBD?
a. about the right number of students are probably identified and served
b. too few students are probably identified and served
c. too many students are probably identified and served
d. none
17. According to the National Mental Health Association, the distinction between socially
maladjusted and severely emotionally disturbed is
a. essential to reducing false positives
b. meaningless
c. interpretable only within an ecological framework
d. particularly important when considering students from different cultures
18. The population of students with EBD identified and served in the schools are most likely cases of:
a. false positives
b. false negatives
c. true positives
d. true negatives
19. Prevalence estimates vary for all of the following reasons:
a. Definition is unsettled
b. Differences in methods of identification
c. Differences in social policy
d. All of the above
e. Only B and C
20. False negatives are those students who
a. Do not have emotional or behavioral disorders but are identified
b. Do not have emotional or behavioral disorders and are not identified
c. Have emotional or behavioral disorders and are identified
d. Have emotional or behavioral disorders but are not identified
21. True positives are those students who
a. Do not have emotional or behavioral disorders but are identified
b. Do not have emotional or behavioral disorders and are not identified
c. Have emotional or behavioral disorders and are identified
d. Have emotional or behavioral disorders but are not identified
22. Emotional or behavioral disorders tend to be identified in approximately ___ of the school aged
population:
a. 1%
b. 2%
c. 3%
d. 4%
e. 5%
23. The problems of children with emotional or behavioral disorders tend to be:
a. Addressed immediately
b. Identified early
c. Neglected for as long as possible
d. Unnoticed by peers, parents, and teachers
e. A & B
f. C & D
24. Issues of prevalence and ethnic disproportionality clearly suggest that
a. Some ethnic groups are overidentified as having emotional or behavioral disorders
b. Some ethnic groups are more underidentified than others as having emotional or behavioral
disorders
c. All of the above
d. None of the above
25. The federal definition of emotional disturbance excludes students whose problem behavior
a. impedes the development of relationships with others
b. is due to social maladjustment
c. is a result of having schizophrenia
d. persists over an extended period of time
SHORT ANSWER/DISCUSSION QUESTIONS
1. Describe the limitations of the current federal definition used to identify students with emotional
or behavioral disorders. Why is it so difficult to define emotional or behavioral disorders?
2. Discuss the ways in which students with emotional or behavioral disorders are different from and
similar to students without these disorders.
3. Why does the idea that “exceptionalities can be episodic” appear to be in conflict with the federal
definition of “seriously emotionally disturbed”?
4. Why do you think students with emotional and behavioral disorders are placed more often in
restrictive environments (i.e., separate placements, and residential facilities) than students with
other disabilities (e. g., learning disabilities, intellectual disability)? Under what conditions might
a separate placement actually be the “least restrictive environment” for a student?
5. What problems currently exist related to emotional or behavioral disorders and disproportionate
rates of identification across ethnic groups? What should teachers and school professionals do to
offset this pattern?
ESSAY QUESTIONS
1. Children and youth are often handicapped because their behavior violates standards peculiar to
their culture or the social institutions in their environment. What types of behavior might be
judged differently as deviant or normal depending on the social contexts? Discuss what types of
behaviors these might be, what social contexts might define behaviors differently, and why this
occurs.
2. Why do we need an acceptable definition of emotional or behavioral disorders? Discuss why
defining emotional or behavioral disorders is important and why it is such a difficult task.
3. As a teacher, how would you differentiate between a “bad kid” and a kid with an emotional or
behavioral disorder?
4. Explain the importance of prevalence and incidence. How do these estimates differ and which is
more relevant to the field of special education?
5. Are emotional and behavioral disorders under- or over-identified? Explain why, and describe the
impact of under- or over-identification upon students.
6. Describe the way that prevalence differs among ethnic groups. Explain why this occurs and what
ramifications this pattern has for students with emotional or behavioral disorders.
7. Explain the differences between false positives and false negatives. In the field of emotional and
behavioral disorders, which is more desirable? Explain why.
CHAPTER 2: TRUE/FALSE ANSWER KEY
1. F
2. T
3. T
4. T
5. F
6. F
7. T
8. T
9. T
10. T
11. F
12. T
13. F
14. F
15. F
CHAPTER 2: MULTIPLE CHOICE QUESTIONS ANSWER KEY
1. C
2. C
3. D
4. D
5. B
6. D
7. C
8. D
9. A
10. C
11. D
12. A
13. D
14. D
15. D
16. B
17. B
18. C
19. D
20. D
21. C
22. A
23. C
24. B
25. B
