EBD

﻿ Emotional Behavioral Disorder   // Emotional Behavioral Disorder // is federally defined 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: (A) an inability to learn that cannot be explained by intellectual, sensory, or health factors; (B) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (C) inappropriate types of behavior or feelings under normal circumstances; (D) a general pervasive mood of unhappiness or depression; or (E) a tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. (34 C.F.R. § 300.8(c)(4).)” **Three Groups of Behaviors**

· Get out of seats · Yell, talk out, curse · Disturb peers · Hit or fight · Ignore the teacher · Complain · Argue excessively · Steal · Lie · Destroy property · Do not comply with directions · Have temper tantrums · Are excluded from peer-controlled activities · Do not respond to teacher corrections · Do not complete assignements
 * Externalizing Behaviors: **
 * Most commonly seen in the classroom **

· Anorexia and bulimia · Depression · Anxiety
 * Internalized Behaviors: **
 * Typically socially withdrawn **

· Schizophrenia · Delusions · Hallucinations · “loosening” of associations · Incoherence · Often live in special hospital and education settings
 * Low Incidence Disorders: **
 * Very infrequent but very serious **

· Disruptive to classroom community · Impulsive · Inattentive and distractible · Appears preoccupied · Disregards all classroom rules · Poor concentration · Extreme resistance to change and transitions · Speaks out repeatedly · Aggressive · Bullies and intimidates others · Regular truancy from school · Dishonest and consistently blames others · Low self esteem · Unable to work in groups · Engages in self injurious behavior · Has no regard for personal space or belongings · Persistently tries to manipulate situations
 * Academic Implications **

· Use consistent behavior expectations · Involve the student in setting academic and personal goals · Engage in role playing situations · Communicate with parent so that strategies are consistent at home and school · Set limits and boundaries · Apply established consequences immediately, fairly, and consistently · Acknowledge and reinforce acceptable behavior · Avoid confrontation and power struggles · Provide a highly structured classroom environment · Clearly post rules and expectations · Establish a quiet, cool-off area · Teach self talk to relieve stress and anxiety · Teach and provide time for relaxation techniques · Establish cues as reminders for inappropriate behavior · Redirect to avoid situations that may increase anxiety levels · Remain calm and aware of your body language when addressing the student · Provide a positive and encouraging classroom environment · Use visually stimulating material for assignments/learning presentations · Use specialized technology and software · Develop and use behavior contracts · Give frequent feedback, both positive and negative
 * RTI: Best Practices, Modifications, Adaptations, and Strategies **

** EBD Resources ** Wisconsin DPI [] Special Education Services [|http://www.specialed.us] The Classroom [|http://gradebook.org] Council For Exceptional Children/EBD [|http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_ Emotional_Disturbance]