Emotional Disturbance vs. Social Maladjustment- Andrea Zanchuck & Jessica Leddy

Emotional Disturbance vs. Social Maladjustment
Andrea Zanchuk and Jessica Leddy

Introduction
Students with emotional disturbances and social maladjustment propose a unique challenge to educators. Although similar in their behaviors, student needs are quite different. In order to meet their needs we must be highly qualified, and use research based instructional methods. Moreover, to effectively serve this population, it is crucial to know how to implement appropriate prevention and intervention strategies, as well as, instructional strategies.
Differences and Similarities
The main difference between emotional disturbance and social maladjusted is that one exhibits internalized behaviors whereas the other projects externalized behaviors. Social maladjustment has a locus of control that is externally motivated producing a conduct disorder. Their behavior is a direct result of the choices they make. Emotional disturbed students have a locus that is internally controlled concluding in an affective disorder. Although the contributing factors are different both emotional disturbance and social maladjustment require appropriate social skills intervention (School Psychologist, 2008).
Social Skills Intervention
It is widely regarded among educators that children with disabilities are challenged in the area of social competence. Social competence defined is “the ability to interact successfully with peers and adults (Hill, Coufal, 2005).” Part of the emotional well-being of every child is the ability to form and maintain friendships. The need for social acceptance has a direct impact on self-concept, school performance, and cognitive development. Ideally, social skills should be taught in the context of the natural environment.
Students must develop competence in the areas of social tasks, such as joining in, giving a compliment, and expressing feelings. Pragmatics also plays a large role in successful communication. Indeed, pragmatics encompasses assumptions about the use of language in a social context (Hill & Coufal, 2005). Students with disabilities have a hard time generalizing, thus the need for authentic real world experiences to cultivate a thriving tool kit for the social scene.
From the ages of six to twelve, children learn critical social skills necessary for a healthy lifestyle. These skills include: how to negotiate conflict, understand jokes and sarcasm, express forms of politeness, receive and give affection, and be able to recognize
the emotions of hostility, anger, and pride (Hill & Coufal, 2005). Conclusively, a most effective intervention for social competence is to use a comprehensive cross-disciplinary
approach in the school, and community setting for students with emotional disturbances and social maladjustment (Reddy, Richardson, 2006).
Conclusion
Research has previously stated that: “Historically, children with ED have received fragmented inadequate interventions and services that often yielded unfavorable school and community outcomes (Reddy, 2006).” Both emotional disturbance and social maladjustment require appropriate intervention to positively affect the well-being of individuals. Social skills programs actively engage students to positively affect both their academic and social performance. Intervention implementations used concurrently with effective instructional strategies promote a holistic education; therefore, affecting the overall well-being of an individual.

References
Hill, John W., Coufal, Kathy L., (2005). Emotional/Behavioral Disorders: A Retrospective examination of social skills, linguistics, and student outcomes. Communication Disorders Quarterly, 27(1), 33-46.
Reddy, Linda A. (2006).School-based prevention and intervention programs for children with emotional disturbance. Education and Treatment of Children, 29 (2), 370-404.
Social Maladustment: A guide to differential diagnosis and educational options.
http://www.schoolpsychologistfiles.com/EMDisability.html