The School-Age Child with Emotional/Behavioral Concerns

1. The School-Age Child with Emotional/Behavioral Concerns Marshfield School District Staff Dr. Jesse Jackson – Director of Student Services Kim Ziembo – Teacher of Students with Emotional/Behavioral Disturbance – Grant School Becky Lee – School Psychologist

2. Pre-Referral • Teacher or parent consults with EBD teacher/behavioral specialist regarding problem behaviors • Teacher conducts an EBD screener to help identify emotional and conduct problems • Teacher implements behavior interventions with support and consultation with EBD teacher • If problem behavior/s continue Child Study Team is established to discuss concerns of the child in depth

3. Referral • Referral form is completed and sent to Dr. Jackson • An IEP team is established consisting of special education teacher, regular education teacher, school psychologist, principal/LEA, parents, counselor/school social worker – can also include others as deemed appropriate

4. Evaluation • Functional Behavior Assessment: Parent questionnaire & teacher questionnaire • Achenbach Behavioral Checklist: behavior assessment of social, emotional, and conduct behaviors (parent/teacher checklists) • Behavioral Assessment System for Children (BASC) • Differential Test of Conduct and Emotional Problems (parent/teacher checklists) • Piers-Harris Self-Concept (The Way I Feel About Myself) (student rating form) • Parent interview, teacher interview, student observation (3 different environments) • Academic (if a concern) • Cognitive (if a concern)

5. Criteria Child’s emotional and behavioral functioning has to be: • severe • chronic • frequent • occurring in all environments, regardless of interventions, throughout the school day • The child’s emotional, behavioral dysfunction need be present in the school environment and at least one other environment (home/community). • The present behaviors are proven (according to standardized evaluations) to be that of an uncontrollable internal behavior in the school environment and at least one other environment.

6. After completing a Functional Behavior Assessment, the child’s behavior is viewed as uncontrollable and without motive. (i.e. attention, power control, competition, venting frustration, escape/avoidance, etc.) • The child’s behavior interferes with his/her learning or that of others after substantial interventions are implemented. • The child’s behavior is not due to another disability.

7. Criteria • Social, Emotional, and behavioral functioning that significantly affect one of the following areas: • Academic progress • Social relationships • Personal adjustment • Classroom adjustment • Self-care • Vocational skills

8. Socially Maladjusted/Conduct Disorders versus Emotionally/Behaviorally Disturbed • Conduct EBD • External Internal • Arguing uncontrollable crying • Taunting strong fears • Demanding attention feeling worthless • Destroying property with intention strong anxieties • Fighting lack of energy • Physically attacking withdrawn (not refusal) • Sulking strong guilt • Breaking rules thoughts of suicide

9. Individual Education Plan (IEP) • Present Level of Performance (I-4) • Behavioral Plan (Special Factors page, I-5) • Goals (I-6 page of IEP) • Summary of Services (I-9)

10. Goals Focus is on behavioral goals. Could include: John will improve his social skills to that expected of a child his grade level. He will utilize strategies to cope with his anger as well as discover new ways to handle situations outside of pouting, sulking, and blaming others. He will utilize proper social skills. John will respect his teachers and other staff members by restraining from disrespectful comments. John will complete homework and returning it to the designated spot on a daily basis. John will control inappropriate impulsive verbal and physical behavior to that expected of a child his age/grade level. John will take responsibility for his actions, grow from his positive experiences, and learn appropriate reactions during negative situations. John will restrain from stealing and will tell the truth as well as speak and act honestly. For safety and social reasons, John will keep inedible objects out of his mouth without reminders. John will identify behaviors which lead to negative consequences. He will also identify positive friendship behaviors and will practice strategies to meet his needs. John will restrain from making noises and acting out behaviors in the classroom that disrupt his learning or that of others.

11. Behavior Plan Academic Environmental Behavioral

12. TRANSITION PLANNING Begins at age 14 I-8 page is added to the IEP 4 core areas: Training Education Employment Independent Living (if appropriate)

13. Community Experiences • Careerview Days at Mid-State Technical College • Local business tours • Job Center Visit/Health Department/PDC/Social Services, etc. • Church Youth Groups • Special Olympics • Reduced Cab Fare Card

14. DVR Involvement • Have student/help student and family fill out application junior year • Get them connected with counselor/invite to IEP meeting • Criteria: Functional Assessment/Limitation • Mobility Self Direction • Communication Work Skills • Interpersonal Skills Self Care • Work Tolerance • How does their disability affect their ability to be employed?

15. Related Services • Social Services/Unified Services • SSI – Supplemental Social Security Income applications • DSS – Mental Health Community Services – Access referral is still in school • Psychiatric Care/ Counseling • Guardianship • DVR

16. Adult Living & Post School • Relevant classes • Driver’s license • Leisure involvement (YMCA, Special Olympics, etc.) • Hygiene • Appointments