This document defines emotional and behavioral disorders and outlines practices for identifying and supporting students with EBD. EBD is defined by IDEA as exhibiting behaviors like inability to learn or build relationships that negatively impact education. Students are identified through evaluating behavior, social skills, and academics. Primary characteristics include externalizing behaviors like aggression and internalizing behaviors like withdrawal. Functional behavior assessments and positive behavior support plans identify the function or need behind problem behaviors and teach replacement behaviors. Best practices include academic, social, and behavioral interventions.

1. Chapter 7: Emotional and
Behavior Disorders
Adapted from Powerpoint
presentations by the State of
Utah Office of Education and
by Dr. Nancy Meadows.

2. Chapter 7 Questions
 How are emotional and behavioral disorders
(EBD) defined?
 How are students with EBD identified?
 What are the primary characteristics of
students with EBD?
 What educational practices improve outcomes
for students with EBD?

3. Definition
Serious emotional disturbance is defined under IDEA
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 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;

4. Definition (cont.)
 inappropriate types of behavior or feelings under
normal circumstances;
 a general pervasive mood of unhappiness or
depression, or
 a tendency to develop physical symptoms or fears
associated with personal or school problems.
 Includes schizophrenia but does not apply to
children who are socially maladjusted, unless it is
determined that they have a serious emotional
disturbance.

5. Determining Eligibility
 Multiple measures of behavioral, social, and
academic performance.
 Social/adaptive behavior checklist or rating
scales.
 Documentation that behavior has occurred over
long period, to a marked degree, and adversely
affects academic performance.
 Rule out other potential causes, including
inappropriate classroom discipline or instruction.

6. Primary Characteristics
 Externalizing Behaviors
 Aggression (physical and verbal)
 Rule Breaking
 Noncompliance
 Internalizing Behaviors
 Social Withdrawal (solitary play; low rates
verbalization; few positive social interactions)
 Anxiety
 Depression

7. Other Behaviors
 Attention Deficits
 Poor Social Skills
 Skill Deficit
 Performance Deficit
 Learning Problems and Academic Deficits
 “Extreme” Behaviors
 Distorted Thinking
 Immaturity

8. Types of Behaviors
 Quantity Behaviors
 Frequent and annoying
 Typically not harmful to self and others
 Examples: talking out, out of seat; tattling
 Quality Behaviors (“extreme”)
 Less frequent & more harmful to self or others
 Examples: bullying, fighting, stealing
 Timing Behaviors
 Out of sync with others
 Lack of social skills

9. The “Function” of Behavior
 Behaviors meet needs
 Needs = Function
 Why do we use/choose behaviors in certain
situations?
 How do we know a behavior will meet our
needs?
 Needs: Attention, escape, control, belonging,
power, pleasure, self-esteem

10. Functional Behavior Assessment (FBA)
and Positive Behavior Support (PBS)
 Step 1: Describe the behavior, verify seriousness
 Step 2: Identify the times and situations when the
undesirable behavior occurs
 When and where does the behavior occur?
 What happens before the behavior? (Antecedent)
 What happens after the behavior?
(Consequence)

11. FBA and PBS (cont.)
 Step 3-5: Collect and analyze information to
identify the function(s) that the undesirable
behaviors produce for the individual.
 Is there a skill or performance deficit?
 If not, what need does the behavior meet?
 Step 6: Develop and implement a “Positive
Behavior Support Plan”
 Identify and teach replacement behaviors
 Modify the environment
 Consistently apply consequences (when calm)

12. Best Practices
 Academic Interventions
 Behavior Management Techniques
 Token Economy
 Behavior contract
 Self-Management
 Social Skills Instruction
 Direct Instruction
 Replacement behaviors
 Life Space Interview
 Wraparound services