PBEC Website

SpEd Forms | AIMSweb | Viewpoint | Twitter: @pbcoop
Overview | Autism | Communication Impairment | Early Childhood | E/BD | Occupational Therapy | Physical Impairment | School Psychology | Traumatic Brain Injury | Vision / Mobility | Transition Plus
Parent - SEPAC | CWC Collaborative Project | CWC IEIC | PBEC IEIC
Assistive Technology | Our Blog | Other Forms | EC Birth-3 Goals | EC 3-6 Goals
Administration | Office Staff | Consulting Teachers | Service Providers | School Psychologists
Other Forms | EC Birth-3 Goals | EC 3-6 Goals

Paul Bunyan Education Cooperative - E/BD - Emotional Behavior Disorder

image of our sign

E/BD - Overview

Emotional Behavioral Disorders (E/BD) refers to an established pattern of one or more of the following emotional or behavioral responses:

  • withdrawal or anxiety, depression, problems with mood, or feelings of self worth;
  • disordered thought processes with unusual behavior patterns and atypical communication styles; or
  • aggression, hyperactivity or impulsivity.

In order for students to meet criteria to receive special education services under the label of E/BD, the established pattern of emotional behavioral responses must adversely affect educational or developmental performance, including intrapersonal, academic, vocational, or social skills; be significantly different from appropriate age, cultural, or ethnic norms; and be more than temporary, expected responses to stressful events in the environment. The emotional behavioral responses must be consistently exhibited in at least three different settings, two of which must be educational settings, and one other setting in either the home, child care, or community. The responses must not be primarily the result of intellectual, sensory, or acute or chronic physical health conditions.

Although a relatively low number of individuals may meet criteria to receive special education services under the label of E/BD compared to other disability areas, a large number of individuals will experience difficulties with aberrant behaviors at some point in their life. The prevalence of behavioral difficulties in schools and society in general warrant a concentrated effort to address such difficulties at both an individual and systems wide level. Schools incorporating building wide behavior supports and systems such as Positive Behavioral Interventions and Supports (PBIS) appear to show increased abilities to provide safe and healthy learning environments for both special education students and general education students alike. Programming for students receiving services under the label of EBD should coincide with PBIS systems in schools to enhance programming.

Best practice and quality indicators suggested by the Paul Bunyan Education Cooperative focus on the following:

  • Consistent and Effective Environmental and Behavior Management
  • Regular Progress Monitoring (Including Data Collection Procedures) and Providing a Continuum of Services
  • Research Based Affective Education and Academic Instruction
  • Continued Opportunities for Professional Development and Staff Supports

The following forms are provided by E/BD teachers within the Paul Bunyan Education Cooperative as resources and may provide template ideas for individual school and student programming:

Observation Forms:

Point Cards/Motivation Programs:

FBA Forms:

Student Contracts:

Parent Contact Forms:

Contact Us
©2016 Paul Bunyan Education Cooperative