EDSP 690

1
EDSP 690

• Identifying Serving Students with
• Behavior Problems (Ch. 1)

2
Emotional Disorders

• one or more characteristics that adversely
  affect educational performance over a long period
  of time and to a marked degree
• Inability to learn that cannot be explained by
  intellectual, sensory or health factors
• Inability to build or maintain satisfactory
  interpersonal relationships with peers or
  teachers

3
Emotional Disorders (cont.)

• 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 problems.
• Excludes social maladjustment from eligibility
  under this definition

4
Prevalence of Emotional Behavioral Disorders
(EBD)

• 21 of children, age 9-17, have emotional or
  behavioral health disorders
• 1 out of 10 children have severe mental illness
• 1 out of 5 EBD children receive mental health
  services

5
Positive Behavior Support

• Functional behavioral assessments (FBAs) of
  problem behavior
• Positive behavioral intervention planning
• Behavior intervention plans (BIPs) (IDEA, 2004)

6
School-wide Integrated Systems of Intervention

• Primary Prevention (universal intervention)
  prevent students from falling into risk.
• Secondary Prevention (targeted intervention)
  activities that provide support to students who
  are at-risk.
• Tertiary Prevention (intensive intervention)
  targets students with serious problems and
  assists functioning.

7
Implementing Positive Behavior Support

• Shared Vision Meetinggtachieve consensus
  identify conditions use data agree on
  strategies and time frame.
• Leadership Support at all levels daily
  implementation, monitoring evaluation.
• Collaborative Effort Agreed on academic and
  social expectations to be taught, modeled and
  reinforced.
• Data-Based Evaluation Informed decision making
  related to goals and objectives data collected
  and shared.

8
Behavior Intervention Plan

• A BIP is developed from a functional assessment
  of problem behaviors and their environmental
  contexts

9
Effective BIPs

• Clear to all involved in implementation
• Implemented as written
• Evaluated regularly and systematically against
  data decision rules
• Revised if plan is not working.

10
IDEA 2004 Disciplinary Regs

• May change placement of child with a disability
  who violates code of conduct.
• If behavior is not a manifestation of childs
  disability, disciplinary action applicable to
  non-disabled peers may be applied.
• The LEA and IEP team reviews all relevant
  information and determines if conduct was a
  result of IEP failed implementation.

11
Legislation EBD

• Section 504 Individuals with a disability that
  limits one or more life activities receives
  education comparable to their typical peers
  (accommodation plan).
• ADA Prohibits discrimination against persons
  with disabilities-employment.
• NCLB Annual progress, highly qualified teachers,
  research-validated practices.

12
Identifying Students with EBD

• Systematic Screening pre-referral interventions
• Assessment for Identification multiple tests
• Certification eligibility determination
• Mental Health Assessment DSM-IV projective
• School Based Assessment pre-referral or targeted
• Intellectual Assessment cognitive causality
• Assessment of Educational Progress
• Social and Linguistic Functioning
• Medical/Health Assessment

13
Class Activity

• Review the scenario involving Tracy (Rodney) at
  the beginning of Chapter 1. Would you advocate
  identifying and certifying Tracy (Rodney) as
  having EBD in order to provide her/him with
  special education services, or would you favor
  serving her/him through systematic interventions
  in the regular program?