Foundations of Emotional and Behavioral Disorders (EBD) · 3 min read
Definition and Conceptual Framework · Historical Perspectives
Emotional and behavioral disorders represent a category of disability characterized by behavioral or emotional responses that differ significantly from age-appropriate, cultural, or ethnic norms. These differences adversely affect educational performance, including academic, social, vocational, and personal skills. The condition must be exhibited over a long period of time and to a marked degree, occurring in two or more settings with at least one being school-related.
The federal definition under the Individuals with Disabilities Education Act uses the term "emotional disturbance" and identifies five characteristics. A child may exhibit an inability to learn that cannot be explained by intellectual, sensory, or health factors. The child may demonstrate an inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances may be present. A general pervasive mood of unhappiness or depression can characterize the condition. The child may develop physical symptoms or fears associated with personal or school problems.
The term emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted unless they also meet the criteria for emotional disturbance. This exclusionary clause has generated considerable controversy in the field, as distinguishing between social maladjustment and emotional disturbance presents significant challenges for practitioners.
| Requirement | What the team must show |
|---|---|
| One or more of five characteristics | Inability to learn not explained by intellectual, sensory, or health factors; inability to build or maintain satisfactory relationships; inappropriate behavior or feelings under normal circumstances; pervasive unhappiness or depression; physical symptoms or fears tied to personal or school problems |
| Over a long period of time | A persistent pattern, not a reaction to a single event |
| To a marked degree | Clearly beyond typical behavior for age and culture |
| Adverse effect | The condition harms educational performance |
| Inclusion and exclusion | Includes schizophrenia; excludes social maladjustment unless emotional disturbance is also present |
The treatment and education of children with emotional and behavioral disorders has evolved dramatically over centuries. Ancient civilizations often attributed behavioral disturbances to supernatural causes, leading to treatments ranging from prayer to physical punishment. The Middle Ages continued this pattern, with disturbed behavior frequently interpreted as demonic possession.
The late eighteenth and early nineteenth centuries brought more humane approaches. Philippe Pinel in France and Dorothea Dix in the United States advocated for moral treatment and improved conditions for individuals with mental illness. The child study movement of the late nineteenth century, led by G. Stanley Hall, brought scientific methods to understanding child development and behavior.
The twentieth century witnessed the emergence of specialized educational services. Leo Kanner's early work on autism and the development of psychoeducational approaches created frameworks for understanding and treating childhood disorders. The establishment of the Council for Children with Behavioral Disorders, a division of the Council for Exceptional Children, marked the professionalization of the field.
Public Law 94-142, the Education for All Handicapped Children Act, mandated free appropriate public education for all children with disabilities, including those with emotional disturbance. Subsequent reauthorizations, which produced the current Individuals with Disabilities Education Act (IDEA), have refined eligibility criteria, procedural safeguards, and service delivery models.
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