KEAN UNIVERSITY
UNION, NEW JERSEY
Spring, 2010
COURSE TITLE
Nature and Needs of Students with Emotional/Behavioral Disorders and Social Maladjustment
Course NumberSPED 5321
Semester Hours:Three
Prerequisites:None
Limitations on Enrollment25
Required: M.A. Special Education, High Incidence Disabilities- Concentration- Emotionally Disturbed
Catalog Description
The course views the interaction between the child and his environment. It also examines
theoretical explanations for the nature of emotional and behavior disabilities, taking
physiological sociological, ecological and psychological bases into account.
Note: In order to ensure full class participation, any student with a disabling condition
requiring special accommodations (e.g. tape recorders, special adaptive equipment,
note-taking or test taking procedures) will be strongly encouraged to contact the
professor at the beginning of the course. For the student’s convenience, the professor’s
office hours, telephone number and e-mail address will be listed on the syllabus.
KEAN UNIVERSITY OF NEW JERSEY
UNION, NEW JERSEY
COURSE TITLE
Nature and Needs of Students with Emotional/Behavioral Disorders and Social Maladjustment
ICourse Objectives
Students will achieve growth toward being informed, dynamic, professionals, as
evidenced by demonstration of proficiencies in knowledge and comprehension (K),
dispositions/values development (D) and skill development (S).
The student will:
A. evaluate past and present views toward children with emotional/behavioral disorders
(K, S)
B. critique various definitions of emotional disturbances and social maladjustment
as well as the problems with these definitions within a multicultural context (K, S)
C. analyze characteristics of children with emotional/behavioral disorders (K, S)
D. understand the etiology and development of psychopathology and multicultural
factors connected with it (K)
E. evaluate problems involved in the diagnosis and evaluation of children with
emotional/behavioral disorders (S, D)
F. analyze the psychopathology as a psychosocial phenomenon (S)
G. perceive the relationship between legislation and implementation of programs
and practices (S)
H. synthesize research in the area of emotional disturbance, related to causes and
needs of these individuals (S)
IICourse Content
A. Attitudes toward children with emotional/behavioral disorders
1. Historical review of views toward behavioral disorders
2. Current practices in treatment/education of students
3. Legislative concerns- IDEA, 2004- Reauthorization of the Federal Special
Education Act
4. Multicultural factors
B. Defining emotional disturbance and problems with definition
1. Factors influencing concepts of emotional behaviors
a. tolerance ranges
b. theoretical models
c. problems with terminology
d. variance in sociological parameters of behavior
2. Examining nebulous components in various definitions
C. Analysis of characteristics of emotionally disturbed students
1. Acting out behaviors (e.g. antisocial violence, aggression, passive aggressive)
2. Acting in (e.g. depression, repression, suicidal)
3. Examination of cross cultural perspectives
D. Etiology and course of emotional disturbance
1. Models that explain etiological factors
a. Biophysical model
1) genetics, temperament, neurological factors
2) advantages and disadvantages of model
b. Psychodynamic Model
1) life experiences contribute to the deviance
2) motivations that drive behaviors
c. Behavioral Model
1) emotional behaviors are caused by learned behavior and social models
2) types of reinforcers that influence behavior
d. Ecological Model
1) ecosystems interact to influence child’s behavior
2) interaction between ecosystems
2. Examination of models in practice
E. Evaluation process in determination of emotional disturbance
1. Testing and need for functional measures
2. Evaluation and state mandated requirements
3. Laws and practices
4. Advantages and disadvantages of technological measures in evaluation
F. Psychopathology as a psychological phenomenon
1. Society and the multicultural environment
2. Family factors that impact upon emotional disturbance
3. School influences on behavior of emotional disturbed student
G. Programs and Practices
1. School programs to address needs
2. Agencies that provide supportive services
3. Clinics to provide counseling and other supports
4. Community resources in a multicultural world
H. Research in emotional disturbance
1. Empirical research on emotionally disturbed population
2. Documentation of emotional disturbance through case studies
3. Longitudinal studies on emotionally disturbed population
4. Comparative cultural studies
IIIMethods of Instruction
A. Teacher presentation
B. Discussion
C. Small group interaction
D. Collaborative learning
E. Model teaching
F. Assigned readings
G. Observations
IVMethods of Evaluation
A. Written examination (K,S,D)
B. Class participation (K, S, D)
C. Written papers (K, S, D)
D. Group Projects (K, S, D).
VSuggested Text:
Weber, J., & Plotts, C. (2008). Emotional & behavioral disorders: Theory and practice.
(5th ed). Columbus, OH: Merrill.
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SEMINAL WORKS
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WORLD WIDE WEB SOURCES
ADDed Reality (information source for educators, parents and young people about ADHD).
Addiction Research Foundation.
American Institute for Cognitive Therapy.
Attention Deficit Information Network, Inc. (AD-IN).
Children and Adults with Attention Deficit Disorder.
.
Classroom Problem Solver Archive.
Learning Theories.
Mental Help, Depression, Anxiety, Wellness & Relationship Issues.
National Alliance on Mental Illness.
National Attention Deficit Disorder Association (NADDA).
National Mental Health Association.
Psychological Disorders: Symptoms, Treatments & Statistics of Psychological Problems.