6281962
Description
Mind Map by Courtney Koerner, updated more than 1 year ago
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Created by Courtney Koerner
over 7 years ago
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E/BD CRITERIA
(must meet
criteria in A
through D)
- A. Significantly
Different
Behaviors
- The student has
withdrawn or anxious
behaviors,
unhappiness,
depression, severe
problems with mood,
or feelings of
self-worth
- EX. emotionless, isolating
from peers, overwhelming
fears, refusals, changes in
eating/sleeping patterns
- EX. emotionless, isolating
from peers, overwhelming
fears, refusals, changes in
eating/sleeping patterns
- OR the student
shows disordered
thought processes
manifested by
unusual behavior
patterns, atypical
communication
styles or distorted
interpersonal
relationships
- Ex. Reality distortion beyond normal
developmental fantasy and play or
talk, inappropriate laughter, crying,
sounds, or language, self-mutilation,
developmentally inappropriate
sexual acting out or
developmentally inappropriate
self-stimulation, rigid, ritualistic
patterning, perseveration or
obsession with specific objects,
overly affectionate behavior
towards unfamiliar persons,
hallucinating or delusions of
grandeur
- Ex. Reality distortion beyond normal
developmental fantasy and play or
talk, inappropriate laughter, crying,
sounds, or language, self-mutilation,
developmentally inappropriate
sexual acting out or
developmentally inappropriate
self-stimulation, rigid, ritualistic
patterning, perseveration or
obsession with specific objects,
overly affectionate behavior
towards unfamiliar persons,
hallucinating or delusions of
grandeur
- OR the student must show
aggressive, hyperactive, or
impulsive behaviors that aren't
appropriate for their age
- EX. physically or verbally
abusive behaviors,
impulsive or violent,
destructive, or
intimidating behavior,
behaviors that are
threatening to others or
excessively antagonistic
- EX. physically or verbally
abusive behaviors,
impulsive or violent,
destructive, or
intimidating behavior,
behaviors that are
threatening to others or
excessively antagonistic
- The student has
withdrawn or anxious
behaviors,
unhappiness,
depression, severe
problems with mood,
or feelings of
self-worth
- B. Adverse Effects on
Educational
Performance
- The student's pattern of emotional or
behavioral responses must adversely
affect education performance and
result in AT LEAST ONE of the
following:
- Unable to show
satisfactory social
competence that is
significantly different
that the appropriate
age, cultural or ethic
norms
- OR a pattern of unsatisfactory
educational progress that is not
primarily a result of
intellectual, sensory, physical
health, cultural or linguistic
factors; illegal chemical use;
autism spectrum disorders; or
inconsistent educational
programming
- Unable to show
satisfactory social
competence that is
significantly different
that the appropriate
age, cultural or ethic
norms
- The student's pattern of emotional or
behavioral responses must adversely
affect education performance and
result in AT LEAST ONE of the
following:
- C. Areas of Impact K-12
- Documentation of prior
interventions and the evaluation
data for K-12 students must
establish significant impairments
in AT LEAST ONE of the following
areas:
- Intrapersonal
- Academic
- Vocational
- Social Skills
- The impaired area identified
above must meet ALL of the
following criteria:
- severely
interferes
with the
pupil's or
other
students'
educational
performance
- Is consistently exhibited by
occurrences in at least three
different settings: two
educational settings, one of
which is the classroom, and a
setting in either home, child
care, or community
- Has been occurring
throughout a minimum of
six months, or results from
the well-documented,
sudden onset of a serious
mental health disorder
diagnosed by a licensed
mental health professional
- severely
interferes
with the
pupil's or
other
students'
educational
performance
- The impaired area identified
above must meet ALL of the
following criteria:
- Intrapersonal
- Documentation of prior
interventions and the evaluation
data for K-12 students must
establish significant impairments
in AT LEAST ONE of the following
areas:
- D. Evaluation
Requirements
K-12
- The evaluation may include data from vocational skills measures;
personality measures; self-report scales; adaptive behavior rating
scales; communication measures; diagnostic assessment and
mental health evaluation reviews; environmental, socio-cultural
and ethnic information reviews; gross and fine motor and sensory
motor measures; or chemical health assessments.
- K-12 evaluation must be
supported by current or
existing data from ALL of
the following:
- clinically significant scores on
standardized, nationally
normed behavior rating scales
- individually administered, standardized,
nationally normed tests of intellectual ability
and academic achievement
- record review
- mental health screening
- interviews with parent, pupil AND teacher
- three systematic observations in the
classroom or other learning environments
- health history review procedures
- functional behavioral assessment
- clinically significant scores on
standardized, nationally
normed behavior rating scales
- K-12 evaluation must be
supported by current or
existing data from ALL of
the following:
- The evaluation may include data from vocational skills measures;
personality measures; self-report scales; adaptive behavior rating
scales; communication measures; diagnostic assessment and
mental health evaluation reviews; environmental, socio-cultural
and ethnic information reviews; gross and fine motor and sensory
motor measures; or chemical health assessments.
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