Emotional and Behavioral Disorders Question
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Emotional and Behavioral Disorders Question
Emotion and behavior disorders (EDB) basically refers to a disability of emotions that is demonstrated by the lack of ability of a person to develop and articulate satisfactory interpersonal relationship between fellow peers and tutors which is brought up by the continued inappropriate behavior or emotions given under optimum conditions (Bakken et al., 2012).
Emotional and behavioural disorders disability is therefore used in a school setting which allows education centres to provide academic and essential services to these special learners who mostly tend to be having a retard social and educational progress (Pierangelo & Giullani, 2008).
Throughout history the aspect of mental illness was perceived to be demonic possession or witchcraft, this was until researchers started doing studies on the topic of mental illness (Walker & Gresham, 2015). With this scenario various terms were used to portray and elaborate on the issue of irregular emotional and behavioural disorders several terms were used to describe emotional and behavioural disorders such as mental illness and psychopathology in adults who exhibited these characteristics, however, due to stigmatization, these terms were avoided when it came to children.
It was until in the end of the 1900s when the word behavioral disorder came along after researchers in special education brought it up, being widely accepted some professionals still felt it left out the aspect of emotional issues and hence in order to come up with a more uniformed term to describe emotional and behavioural disorders (Mayer et al., 2011), in 1988 the National Mental Health and Special Education Coalition that consisted of more than thirty licensed and advocacy organizations came up with emotional and behavioural disorders.
Emotional and behavioural disorders make students to posses’ different characteristics, again it is fair to say that student with emotional and behavioral disorders consist of diversified population with a vast range of knowledge and educational abilities (Bakken et al., 2012). Most of these students are likely to live in one-parent homes, foster homes or other non-traditional living scenarios.
Students with emotional and behavioural disorders are categorized mainly into two (a)internalizes (b) externalizers. When learners with emotion and behavior disorders are categorized as internalizes, they’re mostly characterized with low self-esteem, anxiety disorder or mood disorder while externalizers are characterized with disruption of classroom instructions, defiant behaviour disorders that comprises of resistant defiant disorder and conduct disorder (Pierangelo & Giullani, 2008) Students with emotional and behavioural disorders also demonstrate minimal rates of healthy social interactions with fellow students in academic contexts.
Generally, when it comes to students with emotions and behavior disorders most male students are externalizers while female students tend to be more of internalizes, hence male students are over-represented due to the fact that they posse’s disruptive behaviour to classroom instructions while female students may be under-represented. Thus, is brought up by the fact that teachers in most cases may refer to male students for special education services as compared to female students (Mayer et al., 2011).
Learning disabilities also pose a greatly increased risk to students with emotional and behavioural disorders (Bakken et al., 2012). These students are also faced with risks such as dropping out of school, drug and substance abuse among other cases. Children with emotional and behavioural disorders should go through behavioural treatment before medication, however, treatment for emotional and behavioural disorders should include the parents of students since its evident that the skills of their parents greatly influence how students deal with their symptoms mostly at a tender age (Pierangelo & Giullani, 2008).
A study conducted shows that there was a reduction in internalized and externalized behavior in pupils whose parents had undertaken parenting skills program which included skills on how to show positive attention, increase good behavior with occasional rewarding and learning to decrease attention when a child behaves badly (Bakken et al., 2012).
Recently researchers have been on the run of exploring the relationship between emotions and behavior disorders and cognition which basically translates to the mental process through which people use to understand the world around them. Education implications of emotional and behavioural disorders are widely evident, for instance, emotional disorders can affect the way people control their emotions (Walker & Gresham, 2015). In most cases, specific cognitive processes may be different from those with emotional disorders.
The educational implication of emotions and behavior disorders can be attributed to the trouble of developing or coming up with healthy relationships with fellow students and teachers hence a negative implication, again the issue of inappropriate behaviour which might be against self or others or emotions such as low self-esteem in normal conditions a big step back (Mayer et al., 2011).
Mostly students with emotions and behavior disorders have a general attitude of unhappiness and depression which is such a big implication when it comes to an educational context also most students show physical attributes or fears with relation to individual or school issues (Pierangelo & Giullani, 2008).
Education implications of students with emotions and behavior disorders can be catered for in several ways that include personal support with a helper who will assist in daily and academic activities (Bakken et al., 2012). Also, foundations to offer behaviour services and counselling support services.
Education centers should develop classrooms dedicated to academic foundations working on developing students possessively with a varied range of resources that would assist students with emotions and behavioral disorders excel and smooth transition into local schools (Walker & Gresham, 2015).
Bakken, J. P., Obiakor, F. E., & Rotatori, A. F. (2012). Behavioral disorders: Practice concerns and students with EBD. Emerald Group Publishing.
Mayer, M. J., Acker, R. V., Lochman, J. E., & Gresham, F. M. (2011). Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice. Guilford Press.
Pierangelo, R., & Giuliani, G. (2008). Classroom management for students with emotional and behavioral disorders: A step-by-step guide for educators. Corwin Press.
Walker, H. M., & Gresham, F. M. (2015). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools. Guilford Publications.
Emotional and Behavioral Disorders Question
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!
Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.
We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.
High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.