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IDEA defines an Emotional and Behavioral Disability as “a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance” (IDEA, 2004, §300.8(c)(4)) Under IDEA, a student has to meet certain criteria to be eligible for special education and services as a student with EBD. The criteria are as follows:
IDEA defines an Emotional and Behavioral Disability as “a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance” (IDEA, 2004, §300.8(c)(4)) Under IDEA, a student has to meet certain criteria to be eligible for special education and services as a student with EBD. The criteria are as follows:
An inability to learn that cannot be explained by an intellectual, sensory, or health factor.
What this looks like: The student has not made academic or behavioral progress despite differentiated instruction, strategies, and targeted support. The student also does not have an identified intellectual disability, brain injury, or other disability impeding academic achievement.
An inability to maintain interpersonal relationships with peers and teachers.
What this looks like: The student is not able to create or maintain relationships with students or adults. They struggle with interpersonal skills, making friends, exhibiting empathy and sympathy, and working/playing with others (Hott, 2022).
Inappropriate types of behavior or feelings under normal circumstances.
What this looks like: The student does not demonstrate age-appropriate behavior of that of a typical peer.
A general pervasive mood of unhappiness or depression.
What this looks like: The student experiences unhappiness and depression across most situations in their life for a period of several months. This cannot be attributed to substance abuse, medication, or grief from losing a loved one (Hott, 2022).
A tendency to develop physical symptoms or fears associated with personal or school problems.
What this looks like: The student's physical symptoms are connected to psychological factors and not and not medical conditions.
Challenging Behaviors
Challenging Behaviors
Students with EBD are at an elevated risk of their challenging behaviors interfering with classroom instruction, and learning can be significantly disrupted for the student and their peers (Riggs & Landrum, 2023). Students with EBD who display challenging behaviors in school are twice as likely to get suspended, expelled, referred to law enforcement, and are more likely to be subjected to restraint and seclusion in school (Meyer et al., 2021).
Students with EBD are at an elevated risk of their challenging behaviors interfering with classroom instruction, and learning can be significantly disrupted for the student and their peers (Riggs & Landrum, 2023). Students with EBD who display challenging behaviors in school are twice as likely to get suspended, expelled, referred to law enforcement, and are more likely to be subjected to restraint and seclusion in school (Meyer et al., 2021).
The Need for Evidence-Based Practices
The Need for Evidence-Based Practices
Students with EBD need access to quality education, regardless of school placement or behaviors. Because these students exhibit behaviors ranging in severity and kind, diverse responses by teachers and school staff are needed to effectively address their behavioral needs with appropriate support (Benner et al., 2010b). Effective management of the classroom is essential for teachers to create an environment that facilitates academic, social, emotional, and behavioral progress for students with EBD. It must be specific and deliberate based on each student’s unique individual needs using evidence-based practices (Keller-Bell & Short, 2019). These evidence-based practices are derived from Positive Behavioral Interventions and Supports.
Students with EBD need access to quality education, regardless of school placement or behaviors. Because these students exhibit behaviors ranging in severity and kind, diverse responses by teachers and school staff are needed to effectively address their behavioral needs with appropriate support (Benner et al., 2010b). Effective management of the classroom is essential for teachers to create an environment that facilitates academic, social, emotional, and behavioral progress for students with EBD. It must be specific and deliberate based on each student’s unique individual needs using evidence-based practices (Keller-Bell & Short, 2019). These evidence-based practices are derived from Positive Behavioral Interventions and Supports.
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