1.  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 problems.

2.  Autism  Bipolar  OCD  ADHD  Depression  Anorexia

3. Conduct disorder - Students may seek attention. Socialized aggression - Common are delinquency, truancy, and dropping out of school. Attention problems - Immaturity Anxiety/Withdrawal - Students are reserved and unsure of themselves. Psychotic behavior - Student may daydream. Motor Excess - Students are hyperactive.

4.  Environmental conflicts  Emotional  Academic  Social  Irresponsibility

5.  Family  School  Society

6.  Use Schedule & Planner  Request for Calming Time  Positive Peer Connections  Stress Ball  Small Pillow  Gum Chewing  Journal

8.  I clearly remember the day that Mrs. Miller, my child’s school psychologist notified me of some concerns that she had with my son’s behavior. She suggested that we further discuss this matter in a meeting.  I have a great relationship with the staff at the school, and I know that Mrs. Miller wants the best for my child. I agreed to meet with her.  At the meeting I was informed that my child show signs of emotional and behavior disorder.  Mrs. Miller wanted my consent to assess him.  I gave my consent and support to do whatever it takes to help my child.

9.  After the assessment my son was identified as having emotional behavior disorder.  My further involvement for planning, and implementing any needed behavior strategies was permitted.  As a team we got together on several occasion to determine what actions or further steps where needed to be taken to help my child be successful.  We found several avenues and interventions that helped and as a parent I felt that my child would be fine.

10.  I accepted my child’s disorder because I want the best for him and not hinder his growth.  As a willing parent I wanted to immediately educate myself so that I can better understand my child’s needs.  Learning the condition of his disorder was very important to me.  I became familiar with the language and dialect of the conversations in the meeting that was used.  I had several questions and concerns that I would address.

11.  What causes emotional and behavior disorder?  What will it take for my child to succeed in the general education setting?  Is this a phase that he is going through temporary or is this permanent?  What kinds of benefits, programs, resources, and other information are there available to me as a parent and to my child?  Can my child stay in his regular class or will he have to transfer to a special school?  How will being identified as EBD affect his future career planning? Will he be disqualified for certain positions and jobs?  What are my rights as a parent?

12.  Adequate training and support from school administrators is important.  Early Intervention by professionals during early childhood.  Educational Placement and Inclusive Education for EBD Students:  Depends on severity of disability. ▪ Day Treatment ▪ Residential Programs

13.  Working with Elementary children and above  Managing EBD student’s learning and behavior:  Techniques and strategies used with EBD students by professionals:  Positive Behavior Supports (PBS)  Conflict Resolution  Functional Behavior Assessment  Behavior Intervention Plan

14.  Collaboration is unique for EBD students and families  Additional Tips for educators and other persons:  Student with EBD will often have more than one disorder or disability  Keeping up with the latest research based intervention strategies and techniques are essential in serving this population of student.  Mentoring students with EBD during group time can prevent serious altercations with other students.

15.  Emotional and Behavioral Disorders Video.htm Emotional and Behavioral Disorders Video.htm  http://www.youtube.com/watch?v=Gm4KX60Ndg4 http://www.youtube.com/watch?v=Gm4KX60Ndg4 Videos of EBD by: Student, Parent & Teacher

16. Resources: Students Perspectives: Section 504 & ADA Promoting Student Access. 3rd ed. Bowling Green: Pat Guthrie, 2006. Print. Emotional/Behavioral Disorders. Laurent Clerc National Deaf Education Center, Mar. 2010. Web. 21 Apr. 2010.. STRATEGIES FOR TEACHING STUDENTS WITH BEHAVIORAL DISORDERS. Ed Keller, 04 Apr. 2007. Web. 21 Mar. 2010.. Bacon, Allyn. "Emotional and Behavioral Disorders Video." Web. Parents Perspectives: www.familydoctor.org www.bsu.edu www.pacer.org www.education.com www.napcse.org Marilyn Friend. Special Education Contemporary Perspectives For School Professionals. Pearson Education,2008,2005. Teachers/ Others Perspectives: Emotional Disturbance. (1997). Retrieved April 18, 2010, from http://www.theteachersguide.com/EmoDistFactSheet.html Emotional Disturbance. (n.d.). Retrieved April 18, 2010, from http://www.nichcy.org/Disabilities/Specific/Pages/EmotionalDisturbance.aspx#EduImplicationsED.aspx http://www.theteachersguide.com/EmoDistFactSheet.html http://www.nichcy.org/Disabilities/Specific/Pages/EmotionalDisturbance.aspx#EduImplicationsED.aspx Harrison Education Center. (n.d.). Retrieved April 18, 2010, from http://speced.mpls.k12.mn.us/Harrison.html Students with Emotional and Behavior Disorders. (2008). In M. P. Friend (Author), Special education: contemporary perspectives for school professionals (pp. 200-235). Boston: Pearson/Allyn and Bacon. Landrum, T., Tankersley, M., & Kauffman, J. (2003). What Is Special About Special Education for Students with Emotional or Behavioral Disorders?. Journal of Special Education, 37(3), 148-156. Retrieved from Academic Search Premier database.http://speced.mpls.k12.mn.us/Harrison.html