Running Head: EBD CHARACTERISTICS
The Definitions and Challenges of EBD
Phillip L Lyde
Professor Gregory Hungerford
December 5, 2012
Today’s student population can perhaps be summed up in one word: stimulating. The classroom environment is ever-changing the scope of the paradigm in which academic achievement is considered. The special education (SPED) environment is no exception. In accordance with the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act of 2004 (IDEA), the assumption that resources adequately meet the changes in SPED programs is perhaps more common than not; however, vague disabilities, such as emotional-behavioral disorders (EBDs), are often under-detected due to the fluency of its symptoms. By not having a clear depiction of a student who’s considered EBD, how does the SPED team sufficiently demonstrate capacity to provide transitional and support services? Yell, Meadows, Drasgow, and Shriner (2009) state that “the ultimate challenge for teachers of students with emotional or behavioral disorders (EBD) is to intervene using evidence-based instructional and behavioral strategies so that these students can be successful in school and maintain satisfactory peer and adult relationships” (Yell et al., 2009, p. 3). This is important to consider, as the one determinant that is common to having an EBD diagnosis is the fact that it impedes the student’s ability to function academically and socially. The spectrum of characteristics can sometimes be misinterpreted; however, establishing the need through the SPED team is essential to comparing how the student functions in various situations. Special Education (SPED) Team Members
In relation to developing a sound plan of action for the student, the special education (SPED) team was created to ensure that the needs were continuously being met. In consideration of legislation such as IDEA and the NCLB, the SPED team is comprised of the following members who determine which services are most appropriate for the EBD student, based on their area of expertise: *
* Parent/ guardian- the student’s point of contact regarding how the student functions outside of the school environment. The parent should ideally know the student’s typical behavior patterns, any triggers that lead to negative consequences, or provide some insight as to how the SPED should approach the student’s needs socially. * General Education teacher- the general education (GENED) teacher is usually the first person to identify whether a student may need additional support or academic resources. In providing a free and appropriate public education (FAPE), the GENED teacher’s rapport with the student should reflect a consistent pattern of learning and comprehension skills in comparison to his or her peers in the classroom. Standardized testing [i.e. the End-of-Grade, intelligence-quotient (IQ), or Criterion-referenced assessments (CRAs)] is generally used as an indicator to the level of student achievement; however, this can also be misrepresented as students may mask their behaviors, depending on the circumstances. * Special Education (SPED) services instructor- once the determination for SPED services is made through the team, the SPED teacher should have a plan of action in place that meet the behavioral and emotional deficiencies in the classroom, preferably in the least restrictive environment (LRE). Sometimes limited access in a separate room is necessary, contingent to the triggers and events that adversely affect the student capacity in the mainstream classroom. * ELL/ESL services teacher (if necessary)- similar to the SPED educator, the ELL/ESL teacher assists in further meeting the needs of SPED populations where language acquisition is a priority. There is a tendency for this type of student to fall into the realm of double jeopardy; that is, the task of becoming literate in both the student’s primary and...
References: Lyde, P. (2012). Week 1: Discussion question 2 [MS Word]. Phoenix, AZ: Grand Canyon University.
Yell, M., Meadows, N., Drasgow, E., and Shriner, J. (2009). Evidence-based practices for educating students with emotional and behavioral disorders [pdf]. Upper Saddle River, NJ: Pearson Education, Inc.
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