Identify three of the essential parts of the IDEA definitions of emotional/behavioral disorders

Question

What will be an ideal response?

Answer 1

ANSWER: 1) Behaviors must be exhibited to a marked extent? 2) Learning problems not
attributable to intellectual, health, or other sensory deficits are common? 3) Relationships
are difficult?
4) Behaviors that occur in many settings and under normal circumstances are
considered inappropriate? 5) Unhappiness or depression is pervasive? 6) Physical
symptoms or fears associated with school are common.
REFERENCES: Bloom's: Understanding
LEARNING OBJECTIVES: HESC.HARD.17.08.02 - Explain the various definitions and classifications of EBD.
NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how
exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with
exceptionalities.
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36. Describe how the definition from the National Special Education and Mental Health Coalition attempts to provide
greater clarity and precision in describing EBD.
ANSWER: This definition provides a more precise basis for identifying children and youth with
EBD. Its advantages include a consideration of cultural and ethnic norms, the inclusion
of challenging emotional and behavioral responses of children and youth, the durability of
the problematic behaviors, a specification of multiple settings in which the behaviors
occur, a documented lack of responsiveness to general education interventions, and the
fact that EBD can co-occur with other disabilities.