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EBD - PowerPoint PPT Presentation


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EBD. Emotional Behavioral Disorder. What can be the perception of EBD?. Bad outrageous behavior Disrespectfulness to both peers and staff. Severe emotional problems Crying, yelling, lashing out at people. Mean, intentionally hurtful, out of control. The “WORST” kids in the building.

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slide1

EBD

Emotional Behavioral Disorder

what can be the perception of ebd
What can be the perception of EBD?
  • Bad outrageous behavior
  • Disrespectfulness to both peers and staff.
  • Severe emotional problems
  • Crying, yelling, lashing out at people.
  • Mean, intentionally hurtful, out of control.
  • The “WORST” kids in the building.
slide3

Perception isn’t always accurate. These perceptions can be very true, but these kids can also be the very quiet, sit in the corner and don’t talk to anyone kids. We need to watch for those kids, they are the ones slipping through the cracks.

factors that contribute to the federal definition of ebd
Factors that contribute to the federal definition of EBD:
  • 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.
slide5
A general, pervasive mood of unhappiness or depression.
  • A tendency to develop physical symptoms or fears associated with personal or school problems
minnesota ebd criteria
Minnesota EBD Criteria
  • Must have a pattern of behavior significantly different from peers or culture.
  • Behavior must be present for more than 6 months.
  • Behavior must be present across settings, seen at home, school and in the community.
  • Behavior must have an educational impact on student or peers.
  • Exclusionary Factors: EBD Behaviors can’t be due to:
    • A lack of instruction - Lack of Language (ESL)
    • Chemical use - Low IQ
biological factors
Certain biological conditions have been associated with emotional and behavioral problems.

There appear to be genetic links to depression and schizophrenia, as well as to nutritional deficits, certain physical illness and injuries, and some neurological conditions.

Biological Factors
family factors
Family Factors

The environment in which children live can either help or hurt healthy development, just as a child’s behavior may have both negative and positive influence upon other family members. Certain elements, too, within a child’s family may increase his or her risk for developing emotional or behavioral problems. (Physical abuse, child neglect, sexual abuse, and emotional maltreatment have all been associated with troubling behaviors in children.)

school factors
School Factors

These students tend to underachieve in school. Learning problems put them at a disadvantage in any school environment, particularly since many of these students have not developed adequate social skills by the time they enter school, and poor social skills may result in social rejection by both peers and teachers. This rejection leads to further disinterest in school and even greater underachievement and failure.

community factors
Community Factors

Children are often exposed to stressors within their communities. Exposure to crime and gang violence has often been linked to a tendency to behave in ways associated with emotional and behavioral problems.

how does having ebd affect our students
Poor Attendance

Low Motivation

Low or poor academic skills

Leads to feelings of hopelessness or poor self worth.

Leads to poor work completion.

How does having EBD affect our students?
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What can you...... as general education teachers do to help these students be successful?

accommodations and modifications to use in your classroom
Accommodations and Modifications to use in your classroom
  • Establish a quite place
  • Peer advocacy
  • Peer tutoring
  • Structure activities for opportunities of social interaction
  • Focus on social process rather than activity
  • Structure shared experiences in school
  • Cooperative learning groups
  • Use multiple/rotating peers
  • Teach friendship skills
  • Praise specific behaviors
  • Using self motivating strategies
con t
Giving extra privileges and rewards

Keeping classroom rules simple and clear

Implementing time our procedures

Allowing for short breaks between assignments

Cueing student to stay on task (nonverbal signal)

Marking student’s correct answers not their mistakes

Have a classroom management system

Allowing student time out of seat to run errands

Con’t.
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Ignoring inappropriate behaviors not drastically outside classroom limits

Allowing legitimate movement

Contracting with the student

Increasing the immediacy of rewards