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Social Maladjustment (also known as Conduct Disorder)
vs.
Emotionally Behaviorally Disorder
Emotional Disability (ED) or Social Maladjustment (SM)?
Although there are always exceptions, typically, a child cannot be both. It is sometimes difficult to determine which is more appropriate for a child when some of the outward behaviors are the same. It is important to look at the intent behind the behavior. When a child is exhibiting primarily externalizing behavior, it is important to determine why he is behaving that way. The following behaviors would lead to an ED diagnosis even if the child reacts by externalizing - arguing, losing temper, anger, initiating fights, physically cruel, destroying property, etc:
- Impairment in affective regulation (anxious/depressed/unstable mood)
- Low self-esteem
- Tend to be rejected by others
- Outbursts are reactive
- Often feels regret
For SM, consider:
- Low fear, low anxiety, low behavior inhibition
- High daring/reward seeking
- Preference for dangerous activities
- Insensitive to the emotional distress of others
- Impaired conscience development
A primary question to ask is, "Is the externalizing behavior more of a reaction or is it planned?" and "Is the behavior an attempt to control their mood?" If yes, then the child is probably ED.
ED and SM children should not be served in the same classroom, since the SM child will participate in predatory behavior and the ED has an inability to tolerate predatory behavior. Typical children are better able to handle the predatory behavior of the SM child.
By definition, EBD is:
"Emotionally disordered" students have to exhibit one or more of five major characteristics to a marked extent and over an extended period of time. These five characteristics include:
1. An inability to learn which cannot be explained by intellectual, sensory, or health factors
2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
3. Inappropriate types of behavior or feelings under normal conditions
4. A general, pervasive mood of unhappiness or depression
5. A tendency to develop physical symptoms, pains, or fears, associated with personal or school problems
By definition, SM is:
Emotionally handicapped students had to exhibit one or more of five major characteristics to a marked extent and over an extended period of time. These five characteristics included:
1. Student meets DSM criteria for Conduct Disorder or Oppositional-Defiant Disorder
2. Student engages in antisocial and delinquent behavior within the context of a deviant peer group
3. Student maintains social status within deviant peer group by engaging in antisocial and delinquent behavior
4.Problem behavior is "willful;" individual is making a "choice" to do it and could stop the problem behavior if they desired
5.Problem behavior is purposive, goal-oriented, or instrumental; student engages in it to "get something they want
6.Student with SM does not have internalizing/emotional problems or mental health problems
7.Student with SM believes that behavioral rules should not apply to them, or that they should be able to self-select their own rules of conduct
8.Students with SM are shrewd, callous, streetwise, and lack remorse