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EBD

EBD. Emotional Behavioral Disorder. What can be the perception of EBD?. Bad outrageous behavior Disrespectfulness to both peers and staff. Severe emotional problems Crying, yelling, lashing out at people. Mean, intentionally hurtful, out of control. The “WORST” kids in the building.

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EBD

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  1. EBD Emotional Behavioral Disorder

  2. What can be the perception of EBD? • Bad outrageous behavior • Disrespectfulness to both peers and staff. • Severe emotional problems • Crying, yelling, lashing out at people. • Mean, intentionally hurtful, out of control. • The “WORST” kids in the building.

  3. Perception isn’t always accurate. These perceptions can be very true, but these kids can also be the very quiet, sit in the corner and don’t talk to anyone kids. We need to watch for those kids, they are the ones slipping through the cracks.

  4. Factors that contribute to the federal definition of EBD: • An inability to learn that cannot be explained by intellectual, sensory, or health factors. • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behavior or feelings under normal circumstances.

  5. A general, pervasive mood of unhappiness or depression. • A tendency to develop physical symptoms or fears associated with personal or school problems

  6. Minnesota EBD Criteria • Must have a pattern of behavior significantly different from peers or culture. • Behavior must be present for more than 6 months. • Behavior must be present across settings, seen at home, school and in the community. • Behavior must have an educational impact on student or peers. • Exclusionary Factors: EBD Behaviors can’t be due to: • A lack of instruction - Lack of Language (ESL) • Chemical use - Low IQ

  7. Contributing Factors to Emotional and Behavioral Problems

  8. Certain biological conditions have been associated with emotional and behavioral problems. There appear to be genetic links to depression and schizophrenia, as well as to nutritional deficits, certain physical illness and injuries, and some neurological conditions. Biological Factors

  9. Family Factors The environment in which children live can either help or hurt healthy development, just as a child’s behavior may have both negative and positive influence upon other family members. Certain elements, too, within a child’s family may increase his or her risk for developing emotional or behavioral problems. (Physical abuse, child neglect, sexual abuse, and emotional maltreatment have all been associated with troubling behaviors in children.)

  10. School Factors These students tend to underachieve in school. Learning problems put them at a disadvantage in any school environment, particularly since many of these students have not developed adequate social skills by the time they enter school, and poor social skills may result in social rejection by both peers and teachers. This rejection leads to further disinterest in school and even greater underachievement and failure.

  11. Community Factors Children are often exposed to stressors within their communities. Exposure to crime and gang violence has often been linked to a tendency to behave in ways associated with emotional and behavioral problems.

  12. Poor Attendance Low Motivation Low or poor academic skills Leads to feelings of hopelessness or poor self worth. Leads to poor work completion. How does having EBD affect our students?

  13. What can you...... as general education teachers do to help these students be successful?

  14. Accommodations and Modifications to use in your classroom • Establish a quite place • Peer advocacy • Peer tutoring • Structure activities for opportunities of social interaction • Focus on social process rather than activity • Structure shared experiences in school • Cooperative learning groups • Use multiple/rotating peers • Teach friendship skills • Praise specific behaviors • Using self motivating strategies

  15. Giving extra privileges and rewards Keeping classroom rules simple and clear Implementing time our procedures Allowing for short breaks between assignments Cueing student to stay on task (nonverbal signal) Marking student’s correct answers not their mistakes Have a classroom management system Allowing student time out of seat to run errands Con’t.

  16. Ignoring inappropriate behaviors not drastically outside classroom limits Allowing legitimate movement Contracting with the student Increasing the immediacy of rewards

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