Emotional and Behavioral Disorders

Overview

Emotional and Behavioral Disorder (EBD): someone who has sever and chronic emotional or behavioral responses that affect their performance in school and one other area. 

The National Mental Health and Special Education Coalition defines EBD as a disability characterized by behavioral or emotional responses in school so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance such as academic, social, vocational, and personal skills. 

• The disability is more than a temporary, expected response to stressful events in the environment

• Is consistently exhibited in two different settings, at least one of which is school related

• Is unresponsive to direct intervention in general education, or the child’s condition is such that general education interventions would be insufficient

Prevalence: 6 to 10 percent of the children and school age youth have serious and persistent emotional behavioral problems. Less than 1% of children in the United States are identified as having emotional disturbances for education purposes (Freeman, Paparella, Kauffman, & Walker, 2012)

DISABILITY CATAGORIES 

High Incidence: Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), speech and language, learning disabilities (LD), and mild intellectual disability (MID).  In some states this includes autism spectrum disorder (ASD)

Low Incidence: disabilities where the student count constitutes less than 10 percent of students receiving special education services. Low incidence areas include blind/visually impaired (BVI), deaf/hard of hearing (DHH), deafblind (DB), developmental cognitive disability-severe/profound (DCD-SP), physical impairment (PI), traumatic brain injury (TBI) and severe/multiple impairments (SMI). The low incidence projects also provide support in the categorical areas of other health disabilities (OHD) and autism spectrum disorders (ASD) for those children in these two categorical areas with significant need, developmental adaptive physical education (DAPE) and assistive technology (AT). 

TYPES OF EBD DISORDERS

Conduct Disorder

Oppositional Defiant Disorder

Selective Mutism

Anxiety Disorders

Obsessive Compulsive Disorder

Adjustment Disorder

Bipolar Disorder

Psychotic Disorders

Panic Disorder

Anorexia Nervous

Post Traumatic Stress Disorder

Social Anxiety Disorder

Bulimia Nervosa

Persistent Depressive Disorder

PANS/PANDAS

COMMON THEMES OF EBD

• Failure to establish close and satisfying emotional ties

• Behavior is extreme

• Problem is chronic

• Behavior unacceptable because of social or cultural expectations

BEHAVIOR TYPES 

Externalizing: striking out against others 

Internalizing: mental and emotional conflicts, such as depression or anxiety

TIER THREE INTERVENTIONS 

EBD Interventions have two main objectives:

• Controlling the misbehavior

• Making sure students are taught the academic and social skills they need 

Strategies must include:

• Systematic, data-based interventions

• Continuous assessment and monitoring of progress

• Provision for practice of new skills

• Treatment matched to the problem

• Multi-component treatments

• Programming for transfer and maintenance

• Commitment to sustained intervention

Criteria-General Guidelines 

1. The student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills;

2. The behaviors are severe, chronic, and frequent, occur at school and at least 1 other setting, and the student exhibits at least 1 of 8 characteristics or patterns of behavior indicative of EBD;

3. The Individualized Education Program (IEP) team used a variety of sources of information including observations and has reviewed prior, documented interventions; and,

4. The IEP team did not identify or refuse to identify a student as EBD solely on the basis of another disability, social maladjustment, adjudicated delinquency, dropout, chemically dependency, cultural deprivation, familial instability, suspected child abuse, socio-economic circumstances, or medical or psychiatric diagnostic statements.

MN Eligibility 

SUPPORT TOOL: BEHAVIOR INTERVENTION PLAN