Emotional Behavior

Disability
EBD

Kelsey Loughran
What it means in general to have this type of disability?
Emotional Behavior Disability, or EBD can look like a lot of things. Students may display one or more of the
following behaviors:
Inability to develop or maintain satisfactory interpersonal relationships
Inappropriate affective or behavior response to a normal situation,
physical symptoms
Extreme aggressiveness for a long period of time
Pervasive unhappiness, depression or anxiety pains or fears associated with personal or school problems
Inability to learn that cannot be explained by intellectual, sensory or health factors.
Extreme withdrawal from social interactions
Other inappropriate behaviors that are so different from children of similar age, ability, educational
experiences and opportunities that the child or other children in a regular or special education program
are negatively affected.
What DPI uses to determine qualification. Rephrase/simplify the DPI eligibility?

There are four key components in identifying if a child may be affected by EBD. Those are as follows:
the student shows social, behavioral, or emotional functioning that is far from what is accepted/age
appropriate that it is affect the childs progress academically, adjustment to the classroom and personally,
social relationships, and self-care/vocational skills
Severe, chronic and frequent behaviors that happen in at least one other location/setting. The child has to
show at least one of the eight characteristics of EBD
Observations by a team are made, intervention are documented
The team cannot refuse to identify a student as EBD on the basis of, social maladjustment, adjudicated
delinquency, dropout, another disability,, cultural deprivation, familial instability,chemically dependency,
suspected child abuse, socio-economic circumstances, or medical or psychiatric diagnostic statements
How the disability generally impacts students at the grade level you are presenting to?

Can impact students progress/growth in school

Can impact peer relationships/adult relationships
Can impact how the student views him/herself
Can impact self care
Can impact vocational skills
What typical goals look like based on that impact?

Student A will resolve conflicts with peers involved calmly 8 out of 10 times
observed by the classroom teacher or other staff member.
What typical services look like based on the goals?

Small group work with guidance counselor

Role playing/practice
Visual cues
What specific strategies are typically helpful in both the regular and special education settings?
Structured classroom

Structured classroom
One-to-one instruction or supervision
Immediate feedback
Behavior management system
Alternative setting/neutral site
Verbal encouragement/reinforcement
Communication
What strategies from our two texts would be helpful as well?

Lost At School:
Implement Plan B (link below helps adults navigate through Plan B0
http://www.livesinthebalance.org/sites/default/files/Plan%20B%20Cheat%20Sheet%20Rev%2011-12-
12.pdf
The Art and Science of Teaching
Recognize and Celebrate Growth
Immediate feedback
Positive reinforcement
Can recognize and celebrate growth in academics AND behavior