The Definitions and Challenges of Ebd
Running Head: EBD CHARACTERISTICS
The Definitions and Challenges of EBD
Phillip L Lyde
SPE 558
Professor Gregory Hungerford
December 5, 2012
Introduction
Today’s student population can perhaps be summed up in one word: stimulating. The classroom environment is ever-changing the scope of the paradigm in which academic achievement is considered. The special education (SPED) environment is no exception. In accordance with the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act of 2004 (IDEA), the assumption that resources adequately meet the changes in SPED programs is perhaps more common than not; however, vague disabilities, such as emotional-behavioral disorders (EBDs), are often under-detected due to the fluency of its symptoms. By not having a clear depiction of a student who’s considered EBD, how does the SPED team sufficiently demonstrate capacity to provide transitional and support services?
Yell, Meadows, Drasgow, and Shriner (2009) state that “the ultimate challenge for teachers of students with emotional or behavioral disorders (EBD) is to intervene using evidence-based instructional and behavioral strategies so that these students can be successful in school and maintain satisfactory peer and adult relationships” (Yell et al., 2009, p. 3). This is important to consider, as the one determinant that is common to having an EBD diagnosis is the fact that it impedes the student’s ability to function academically and socially. The spectrum of characteristics can sometimes be misinterpreted; however, establishing the need through the SPED team is essential to comparing how the student functions in various situations.
Special Education (SPED) Team Members
In relation to developing a sound plan of action for the student, the special education (SPED) team was created to ensure that the needs were continuously being met. In consideration of legislation such as IDEA and the NCLB, the SPED team is comprised of the
The Definitions and Challenges of EBD
Phillip L Lyde
SPE 558
Professor Gregory Hungerford
December 5, 2012
Introduction
Today’s student population can perhaps be summed up in one word: stimulating. The classroom environment is ever-changing the scope of the paradigm in which academic achievement is considered. The special education (SPED) environment is no exception. In accordance with the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act of 2004 (IDEA), the assumption that resources adequately meet the changes in SPED programs is perhaps more common than not; however, vague disabilities, such as emotional-behavioral disorders (EBDs), are often under-detected due to the fluency of its symptoms. By not having a clear depiction of a student who’s considered EBD, how does the SPED team sufficiently demonstrate capacity to provide transitional and support services?
Yell, Meadows, Drasgow, and Shriner (2009) state that “the ultimate challenge for teachers of students with emotional or behavioral disorders (EBD) is to intervene using evidence-based instructional and behavioral strategies so that these students can be successful in school and maintain satisfactory peer and adult relationships” (Yell et al., 2009, p. 3). This is important to consider, as the one determinant that is common to having an EBD diagnosis is the fact that it impedes the student’s ability to function academically and socially. The spectrum of characteristics can sometimes be misinterpreted; however, establishing the need through the SPED team is essential to comparing how the student functions in various situations.
Special Education (SPED) Team Members
In relation to developing a sound plan of action for the student, the special education (SPED) team was created to ensure that the needs were continuously being met. In consideration of legislation such as IDEA and the NCLB, the SPED team is comprised of the
References: Lyde, P. (2012). Week 1: Discussion question 2 [MS Word]. Phoenix, AZ: Grand Canyon University. Yell, M., Meadows, N., Drasgow, E., and Shriner, J. (2009). Evidence-based practices for educating students with emotional and behavioral disorders [pdf]. Upper Saddle River, NJ: Pearson Education, Inc.