1. Assessment of Emotional and Behavioral Disorders

2. Emotional and Behavior Disorders Characteristics of Emotional and Behavior Disorders manifest as: External Behaviors Internal Behaviors

3. External Behavior Temper tantrums Acting out Aggressive Non-compliant High intensity, low frequency events Disruptive

4. Internal Behavior Poor social skills, not accepted by peers Withdrawal Depression / Anxiety Obsessions / Compulsions Non-aggressive

6. Manic / Bipolar disorder

7. Oppositional defiant disorder

8. Conduct disorder

9. Schizophrenia

10. ADHD

11. Separation disorder

12. Obsessive compulsive disorder

13. Post-traumatic stress disorder

14. Phobias

15. Generalized anxiety disorder

17. Screening Procedure Standardized Screening for Behavioral Disorders (SSBD) and Early Screening Project Used by Head Start to identify children Intervention Prevention and Services, P. L. 99-457

18. SSBD Uses a multiple-gating procedure: Stage 1: Rank all students according to externalizing and internalizing behaviors Stage 2: The 3 students that rank the highest in both behavioral dimensions are assessed by comprehensive behavior-rating scales Stage 3: If a student score beyond a prescribed limit on the behavior-rating instrument, direct observation in a variety of settings occurs

19. Behavior Checklists Diagnostic Medical form Completed by Pediatrician / Physician

20. Behavior Rating-Scales Used during observation by: Teachers, Parents, and School Psychologists Behavior is evaluated by: Rate Intensity Duration Age-appropriateness

21. Interview Teacher Parent Student-assisted

22. Functional Behavior Assessment Part of the pre-referral and referral activity, IEP development, review, and revision for students with EBD. Information gathered will serve as the basis for a Behavioral Intervention Plan. Used to identify: Problem behavior The perceived function of the behavior Appropriate replacement behavior

23. Behavioral Intervention Plan Part of the IEP, the BIP identifies positive intervention strategies that can be used to teach, state behavioral goals and reinforce appropriate behavior through interventions.

24. Emotional Behavioral Disorders There is no standard test, checklist or procedure in the disorder identification process Intelligence and achievement tests can be used to determine or rule out specific areas of disability Each State Education Agency determines its own guidelines for testing