When administrators, 1 teachers, and other school personnel are asked to deﬁne what it means for a student to have an emotional or behavioral disorder (EBD), the ﬁrst images and thoughts are often reﬂective of externalizing behaviors. These speciﬁc behaviors include verbal and physical aggression, noncompliance, bullying, and coercive behaviors (Lane et al. in press b; Walker et al. 2004). It is not surprising that educators focus on these dimensions of EBD, as these behaviors clearly impede the instructional process for many teachers and interrupt the learning experiences of all students (Lane 2007). Yet, the construct of EBD also includes students with internalizing behaviors with characteristics such as anxiety, social withdrawal, depression, and somatic complaints (Achenbach 1991). Although internalizing behaviors are often less recognized as they tend not to impede instruction, they are no less important, as they have serious negative implications for the students who suﬀer from them (Crick et al. 2002; Morris et al. 2002).
|Original language||English (US)|
|Title of host publication||The Routledge International Companion to Emotional and Behavioural Difficulties|
|Publisher||Taylor and Francis|
|Number of pages||7|
|State||Published - Jan 1 2012|
ASJC Scopus subject areas
- Social Sciences(all)