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Emotional Behavioral Disability

Definition and Criteria for EBD

Molly King

on 10 February 2013

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Transcript of Emotional Behavioral Disability

Criteria #1 The student's behavior must be ALL three: Definition of
Emotional Behavioral Disability The purpose of this presentation is to define EBD and to better understand the criteria for eligibility. Criteria #2 The student's behavior occurs in two settings: Criteria #3 References http://www.specialed.us/issues-eligibility/emotionalbehavior.html

http://sped.dpi.wi.gov/files/sped/pdf/ebdguide.pdf Emotional Behavioral Disability
(EBD) 1. Severe = The behavior is a threat to the student or to others (hurtful, violent, disruptive).

2. Chronic = The behavior re-occurs over a period of time (NOT related to a stressful situation).

3. Frequent = The behavior is predictable and occurs regularly. Interactions, emotions and behaviors are significantly different from those around them to the extent that there is a negative impact on the progress of one or more of these areas:
school work
interactions with others
acceptance of self
acceptance of classroom
ability to take care of self
skills in daily living 1. School

2. Home or in the Community Meeting the definition of EBD is the first step of the process. In order to be eligible, a student must also meet the following three criteria . . . •Inability to develop or continue acceptable interpersonal relationships. oExamples of behaviors: Excessively dependent or controlling, rejected by peers, lack of social awareness •Inappropriate emotional or behavior response to a normal situation. oExamples of behaviors: overreacts, lies, cheats, steal, lack of empathy, mood swings The behaviors have to include one of the following: •Persistent unhappiness, depression or anxiety. oExamples of behaviors: obsessive, anxious habits, hides, volatile temper Criteria #3 (cont.) •Physical symptoms, pains or fears associated with personal or school problems. The behaviors have to include one of the following: (cont.) oExamples of behaviors: unusual sleeping or eating patterns, complaining of physical pain, eating disorders, self-mutilation •Learning difficulties that are not due to intellectual, sensory, or health factors. oExamples of behaviors: Disorganized, IQ scores do not correlate with achievement scores, difficulty recalling information •Extreme withdrawal from social interactions. oExamples of behaviors: isolates self, mumbles, avoid eye contact •Extreme verbal or physical aggressiveness for a long period of time. oExamples of behaviors: spitting, kicking, hitting, swearing, lying, threatens •Inappropriate and extreme behaviors that negatively affects the student or other students in school oThe child’s age, ability, culture and ethnicity should be taken into account Kari Evenson, Molly King (Zielke) & Katie Schaalma
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