Definition:

Emotional or Behavioral Disorder (EBD) refers to a condition in which behavioral or emotional responses of an individual in school are so different from his/her generally accepted, age appropriate, ethnic or cultural norms that they adversely affect performance in such areas as self care, social relationships, personal adjustment, academic progress, classroom behavior, or work adjustment.

                         Emotional                                                                                            Behavioral

Indicators:                                                                                                                                                                                                                                       

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• Hyperactivity (short attention span, impulsiveness).
• Aggression or self-injurious behavior (acting out, fighting).
• Withdrawal (not interacting socially with others, excessive fear or anxiety).
• Immaturity (inappropriate crying, temper tantrums, poor coping skills).
• Learning difficulties (academically performing below grade level).

Accommondations:                                                                                                                                                                                                                        

• Involve the student in setting academic and personal goals.                                                                                
• Engage in role playing situations.
• Communicate with parents so that strategies are consistent at home and school.
• Set limits and boundaries.
• Apply established consequences immediately, fairly and consistently.
• Acknowledge and reinforce acceptable behavior.
• Avoid confrontation and power struggles.
• Provide a highly structured classroom environment.
• Clearly post rules and expectations.
• Establish a quiet cool off area.
• Provide and teach opportunities for the student to use self control/self monitoring techniques to control behavior.
• Teach self talk to relieve stress and anxiety.
• Teach and provide time for relaxation techniques.
• Establish cues as reminders for inappropriate behavior.
• Redirect to avoid situations that may increase anxiety levels.
• Remain calm and aware of your body language when addressing the student.
• Provide a positive and encouraging classroom environment.
• Use a study carrel.
• Use visually stimulating material for assignments/learning presentations.
• Use specialized technology and software.
• Develop and use behavior contracts.
• Give frequent feedback.