Emotional Behavior

Disability
(formerly emotional disturbance)
EDUC 613- Jigsaw
Nick Kingeter

Characteristics of EBD
Exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely
affects a childs 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.
(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.

Assessments used for EBD

Behavior Assessment System for Children, Second Edition (BASC-2)

Is described as a multimethod and multidimensional assessment. The first edition of the tool was designed to evaluate the

psychological problems in children and adolescents between the ages of 2.5 and 18 years. The BASC-2 is also designed to
evaluate various aspects of behavior and personality, including positive (adaptive) as well as negative (clinical) dimensions.
The BASC2 is also useful for the evaluation of children, adolescents, and young adults, ages two through twenty five. In
order to gather adequate assessment data, this tool uses various components to measure multiple dimensions of the child.
http://basc-2.szapkiw.com/basc-summary/

Achenbach System of Empirically Based Assessment (ASEBA)

The ASEBA is a comprehensive evidence-based assessment system developed through decades of research and
practical experience. The ASEBA assesses competencies, strengths, adaptive functioning, and behavioral, emotional,
and social problems from age 1 to over 90 years

http://www.aseba.org/

Assessments used for EBD cont...

Conners 3
Based on the solid findings and key elements of its predecessor, the Conners Rating ScalesRevised (CRSR), the Conners 3 offers a

thorough assessment of ADHD. The Conners 3 now addresses comorbid disorders such as Oppositional Defiant Disorder and Conduct
Disorder. Each parent, teacher, and self-report form is available in full-length and short versions.
http://www.mhs.com/product.aspx?gr=cli&id=overview&prod=conners3

Social Skills Improvement System (SSIS)

Enables targeted assessment of individuals and small groups to help evaluate social skills, problem behaviors, and
academic competence. Teacher, parent and student forms help provide a comprehensive picture across school, home,
and community settings.
The multi-rater SSIS Rating Scales helps measure:

Social Skills: Communication, Cooperation, Assertion, Responsibility, Empathy, Engagement, Self-Control

Competing Problem Behaviors: Externalizing, Bullying, Hyperactivity/Inattention, Internalizing, Autism Spectrum

Academic Competence: Reading Achievement, Math Achievement, Motivation to Learn

http://www.pearsonclinical.com/education/products/100000322/social-skills-improvement-system-ssis-rating-scales.html#tab-d
etails

Assessments used for EBD cont...

Reynolds Adolescent Depression Scale, Second Edition (RADS 2)

This 30-item self-report measures the four basic dimensions of depression: Dysphoric Mood, Anhedonia/Negative Affect,

Reynolds Children's Depression Scale, Second Edition (RCDS-2)

Designed to screen for depression in children, the RCDS-2 retains the 30 items used in the original measure but presents

Negative Self-Evaluation, and Somatic Complaints. The RADS-2 standard scores and associated clinical cutoff score provide
an indication of the clinical severity of the individuals depressive symptoms.
http://www4.parinc.com/Products/Product.aspx?ProductID=RADS-2

updated normative data. Children are asked to answer questions about how they have been feeling during the past 2 weeks.
All items are worded in the present tense to elicit current symptoms status.
http://www4.parinc.com/Products/Product.aspx?ProductID=RCDS-2

Childrens Depression Scale, Second Edition (CDI 2)

The CDI 2 is a comprehensive multi-rater assessment of depressive symptoms in youth aged 7 to 17 years. When results from the CDI

2 are combined with other sources of verified information, the CDI 2 can aid in the early identification of depressive symptoms, the
diagnosis of depression and related disorders, as well as, the monitoring of treatment effectiveness.
http://www.mhs.com/product.aspx?gr=edu&id=overview&prod=cdi2

Eligibility Criteria (Norms)

The student exhibits social, emotional, behavioral functioning that so departs from generally accepted age
appropriate, ethnic or cultural norms that it adversely affects the child in at least one (1) of the following
areas.

Academic progress
traditional measures of school progress
Classroom adjustment
skills related to the ability to function and succeed in classroom settings
Social relationships
ability to get along with others
Self care
student knows the basic self-care concepts but is not demonstrating those skills
Personal adjustment
ability to handle stress
Vocational skills
students ability to manage his/her personal needs in a work or other post-high school
setting, to appropriately apply social skills to those settings, and to demonstrate self
advocacy skills in understanding his/her disability and the ramifications of that disability

Eligibility Criteria (Time/Duration)

Behaviors are

Severe

extremely intense harsh or hard uncompromising, unyielding, inflexible of temper or

character austere hurtful violent disruptive in excess compared to developmental
norms or functioning of peers with similar backgrounds.

Chronic
habitual persistent recurring over a long period of time an on-going pattern or history
Frequent
much more than normal or expected occurring regularly or with short intervals between
occurrences continual.

Eligibility Criteria (Environment)

Behaviors occur at school and at least one (1) other setting.

Home
where the child lives, whether with parents, foster parents, in a group home, with a relative, and
so on.
Community
in the neighborhood; with merchants; involvement with law enforcement, juvenile justice, social
service or mental health agencies; in recreational activities such as clubs or recreational sports;
in church or other religious settings

Eligibility Criteria (Norms cont)

The student displays any of the following:

Inability to develop or maintain satisfactory interpersonal relationships

Inappropriate affective or behavioral response to a normal situation
Pervasive unhappiness, depression or anxiety
Physical symptoms, pains or fears associated with personal or school problems
Inability to learn that cannot be explained by intellectual, sensory or health factors
Extreme withdrawal from social interaction; Extreme aggressiveness for long periods of time
Other inappropriate behaviors that are so different from children of similar age, ability, educational
experiences and opportunities that the child or other children in a regular or special education
program are negatively affected.

Parent Resources
Agencies and Organizations for Parents
Frequently Used Education Acronyms/Terms in Special Education
Wisconsin Statewide Parent-Educator Initiative Information
Special Education Rights for Parents and Children

Teacher Resources
Addressing the Behavioral Needs of Students with Disabilities
Legal Requirements Relating to Disciplining Children with Disabilities
FBA and BIP Resource page from DPI
Transition Resources for EBD

Teacher Strategies
Scaffolding Behavior for Student Success: Moving Beyond Seclusion and Restraint
Improving Standardized Test Scores for Students with EBD
Instructional Strategies to Promote Appropriate Student Behaviors