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

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

1. 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   • The student has withdrawn or anxious behaviors, unhappiness, depression, severe problems with mood, or feelings of self-worth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
   • 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
   • 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

2. 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

3. 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

4. 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