Emotional Behavior Disorders

Topics: Education, Psychology, Individuals with Disabilities Education Act Pages: 6 (1811 words) Published: June 23, 2013
When working with children that are classified as having special needs in an educational setting, the team approach whether it’s a classroom team of teachers and their support staff or the teacher working in conjunction with external team members such as administrators, specialists and family members has always been a vital component for success. This especially holds true when working with students who have been classified with emotional and/or behavior disorders (EBD). This paper will examine a group of educational team members for a student with EBD and the challenges they face in regards to diagnostic concerns in conjunction with the way EBD is defined, and their ability to provide appropriate instruction and services for the EBD student.

Definitions and Challenges of EBD

Robert M Adler

Grand Canyon University SPE 558

May 19, 2013

When working with children that are classified as having special needs in an educational setting, the team approach whether it’s a classroom team of teachers and their support staff or the teacher working in conjunction with external team members such as administrators, specialists and family members has always been a vital component for success. This especially holds true when working with students who have been classified with emotional and/or behavior disorders (EBD). This paper will examine a group of educational team members for a student with EBD and the challenges they face in regards to diagnostic concerns in conjunction with the way EBD is defined, and their ability to provide appropriate instruction and services for the EBD student.

The student our team is working with attends classes that are classified as “full inclusion,” which places a special education teacher as a partner with a general education teacher in a classroom setting. Therefore, two members of our team are the general education teacher and the special education teacher. The general education teacher’s role of expertise is to provide structure in the classroom, teach subject specific curriculum, administer assessments, and promote student development. The special education teacher’s role is to coordinate the support for a student with disabilities who is included in general education classrooms. Their area of expertise includes individualizing instruction, implementing modifications that tailor general education activities, and creating life-skills curriculum.

There are two more members of the team that need to be introduced. First is the school counselor. Their area of expertise that they lend to the team is in conducting assessments, providing support for the student and the team, serving as a resource for the student’s behavior or mental health, and counseling the student. They may also call on the school psychologist for support in administering and interpreting standardized tests to determine eligibility for further special education services. The school psychologist can also assist school personnel in assessing the student’s classroom performance, which can include conducting behavioral assessments. The last member of the team is the student’s parents or guardians. In most instances they have the closest relationship with the student and will have the longest tenure in regards to understanding the student’s educational history. They can also share insight about the student’s educational and personal goals. Their area of expertise comes in being able to provide the most accurate and complete information about the student.

When a child has been evaluated, diagnosed and designated as a student with EBD, certain criteria as defined in the Individuals with Disabilities Education Act (IDEA) must be met. The student’s educational performance must be adversely affected over an extended period of time by the following behavioral characteristics. ➢ An inability to learn that cannot be explained by intellectual, sensory, or health...

References: National council for Special Education (August). The Education of Students with
Challenging Behavior arising from Severe Emotional Disturbance/Behavioral Disorders. Retrieved May 19, 2013, from http://www.ncse.ie/uploads /1/EBDPolicyReport_1.pdf
Kavale, K. A., Forness, S. R., & Mostert, M. P. (1990). Defining Emotional or
Behavioral Disorders: The Quest for Affirmation. Retrieved May 19, 2013, from
http://www.sagepub.com/gargiulo4emedia/study/chapters/handbook/handbook8.1
Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2009). Introduction to
Emotional and Behavioral Disorders. In Evidence-Based Practices for Educating
Students with Emotional and Behavioral Disorders (pp. 3-21). Upper Saddle River, New Jersey/USA: Pearson Education Inc.
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