E/BD CRITERIA (must meet criteria in A through D)

Courtney Koerner
Mind Map by Courtney Koerner, updated more than 1 year ago
Courtney Koerner
Created by Courtney Koerner almost 4 years ago


E/BD Criteria MINDMAP-Courtney Koerner

Resource summary

E/BD CRITERIA (must meet criteria in A through D)
1 A. Significantly Different Behaviors
1.1 The student has withdrawn or anxious behaviors, unhappiness, depression, severe problems with mood, or feelings of self-worth
1.1.1 EX. emotionless, isolating from peers, overwhelming fears, refusals, changes in eating/sleeping patterns
1.2 OR the student shows disordered thought processes manifested by unusual behavior patterns, atypical communication styles or distorted interpersonal relationships
1.2.1 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
1.3 OR the student must show aggressive, hyperactive, or impulsive behaviors that aren't appropriate for their age
1.3.1 EX. physically or verbally abusive behaviors, impulsive or violent, destructive, or intimidating behavior, behaviors that are threatening to others or excessively antagonistic
2 B. Adverse Effects on Educational Performance
2.1 The student's pattern of emotional or behavioral responses must adversely affect education performance and result in AT LEAST ONE of the following:
2.1.1 Unable to show satisfactory social competence that is significantly different that the appropriate age, cultural or ethic norms
2.1.2 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
3 C. Areas of Impact K-12
3.1 Documentation of prior interventions and the evaluation data for K-12 students must establish significant impairments in AT LEAST ONE of the following areas:
3.1.1 Intrapersonal
3.1.2 Academic
3.1.3 Vocational
3.1.4 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
4 D. Evaluation Requirements K-12
4.1 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.
4.1.1 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
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