Emotional Behavioral Disabilities
A journey through the learning needs of students with EBD
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Defined as:
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
- 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
- A general pervasive mood of unhappiness or depression
- A tendency to develop physical symptoms or fears associated with personal or school factors.
-[Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]
Various Levels of Severity
Externalizing Behavior
Constitute an acting-out style that could be described as aggressive, impulsive, coercive, and noncompliant.
Internalizing Behavior
Are typical of an inhibited style that could be described as withdrawn, lonely, depressed, and anxious
Low incidence disorders
Some disorders occur very infrequently but are quite serious when they do occur.
Student Profile with EBD
Learning Difficulties Associated with EBD
- low attendance at school
- difficulty building strong relationships with teachers and peers
- disturb peers, ignore teacher
- excluded from peer controlled activities
- don't complete assignments
- don't follow directions promptly
- short attention span
- late to class
- inappropriate behaviors in class interfere with opportunities to learn the content
Behavioral Difficulties Associated with EBD
- Aggressive or anti-social behaviour
- Inattentiveness, distractibility, impulsivity
- Impaired social interaction
- A general inability to cope with the routine of daily tasks
- Obsessive and repetitive behaviours
- Attention-seeking behaviour, such as negative interactions or a poor attitude towards work, peers or teachers
- Depressed behaviour, such as withdrawal, self-injurious behaviour or eating disorders
Some Specific Examples of differentiation strategies and accommodations
-Sit them at the front of the room, away from doors, windows, and other distractions
- Always give students a copy of written instructions, maybe highlighting key points
- Break tasks into smaller parts
-Give them passes to move around a few times during the class period
-Break an assignment into four parts and have them do each part in a different area of the room
- Allow them to use computers for as many assignments as possible
-Break assessments into smaller chunks
- Give them extra time to complete assignments and assessments
- Always give students a copy of written instructions, maybe highlighting key points
- Break tasks into smaller parts
-Give them passes to move around a few times during the class period
-Break an assignment into four parts and have them do each part in a different area of the room
- Allow them to use computers for as many assignments as possible
-Break assessments into smaller chunks
- Give them extra time to complete assignments and assessments