Helping Students with Emotional and Behavioral Disabilities Part 1
In this three-part series behavior experts, Andre Banks, M.Ed., director of client program management, and Doug Maraffa, senior client manager, both from Pearson, discuss issues teachers encounter in students who have emotional and behavioral disabilities (EBD). We asked teachers what they wanted to know more about regarding how to work with EBD students, and this video series addresses these questions.
Emotional and Behavioral Disorder Defined
In order to support students with emotional and behavioral challenges (EBD) educators must understand the definition and characteristics of what makes a student labeled with an emotional and behavioral disorder. They need to be able to identify internalizing (e.g. withdrawn, depression, anxiety) and/or externalizing (e.g. physical aggression, destruction of property, non-compliance) behaviors, which impede the learning process. Educators will need to be able to identify behavior as a communicative tool for emotion and feelings, and provide support structures for students with EBD based on student needs.
In this video Andre and Doug will discuss how defining students with EBD can lead to the identification of support structures which promote student compliance and increase academic and behavioral performance.
In addition, they will discuss IDEA’s definition of EBD:
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects a child’s educational performance.
- An inability to learn which cannot be explained by intellectual, sensory, or health factors
- An inability to build or maintain satisfactory 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 and school problems
The Behavioral Support Team
Many schools today are faced with a barrage of different behavioral challenges. In response to these multifaceted challenges, schools have created Behavioral Support Teams to provide support structures to teachers requesting additional behavioral support. These teams are multidisciplinary, meet regularly, review discipline data, and provide a continuum of interventions to prevent and minimize behaviors in the classroom and school structures. In this video Andre and Doug discuss how behavioral teams can support students with EBD and identify effective interventions that promote positive student outcomes.
About the Author
Jenn Stout is often described by colleagues as a Swiss Army knife. She started her career in Accounting and quickly realized her talent for connecting the dots in organizational structure, flow, and productivity which translated to creating optimal efficiency, consistency, and interoperability throughout an organization. As well as having strong critical thinking skills, Jenn is also quite creative and has been able to broaden her experience by moving into the marketing arena where she currently serves Review360 as the product marketing manager along with her operational responsibilities.