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Schools have typically identified only about 1% of the population as eligible for special education because of EBD. Professionals estimates of true prevalence of emotional or behavioral disorders suggest 3%-6% of school aged population probably have EBD that require intervention.

The requirements for evaluation in IDEA is the basic concept that evaluation should be multi displinary.This is borne out in the requirement for multi disciplinary  team to consider evaluation data from multiple perspectives or domains. These domains are medical, psychological, educational and social.

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Youth with EBD: Have the worst graduation rate of all students with disabilities. Nationally, only 40 percent of students with EBD graduate from high school, compared to the national average of 76 percent. Are three times as likely as other students to be arrested before leaving school

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>Children with externalizing behaviors are considered less desirable for friendships
>Other children have negative outlook about peers who act out because of EBD
>School failure common
>Regardless of academic potential, usually do not perform well in educational settings
>Highest dropout rate among all students

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Medical Management
>Prenatal
Medicine and antidepressants to address the psychiatric disorders
Behavior techniques along with medicines
School Based Interventions
>Taking a school wide approach to addressing EBD
>Students are taught what behaviors are acceptable/expected by teachers and communnity
>Direct interventions through schools and families
>Functional behavioral assessments- determine what events contribute to or cause behavior to occur

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Biological
>Prenatal drug use exposure
>Genetically pass on mood disorders, schizophrenia, and ADHD
Home and Community
>Environment and cultural context can affect behavior
>Poverty, lack of supervision, abuse, neglect, parental stress, lack of parental interest
School Settings
>Teachers' actions can have either positive or negative consequences when interacting with students with EBD

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National Mental Health and Special Education Coalition Definition of EBD

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National Mental Health and Special Education Coalition Definition of EBD

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The term emotional or behavioral disorder means a disability characterized by behavioral or emotional responses in school so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance. Educational performance includes academic, social, vocational, and personal skills.
>Is more than a temporary, expected response to stressful events in the environment;
>Is consistently exhibited in two different settings, at least one of which is school- related and;
>Is unresponsive to direct intervention in gen ed., or the child's condition is such that gen ed. interventions would not be sufficient .
Emotional or behavioral disorders can coexist with other disabilities. This category may include children with schizophrenic disorders, affective disorders, anxiety disorder, or other sustained disorders of conduct or adjustment when they adversely affect educational performance.

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 Emotional and Behavioral Disorders are Divided into Three Groups:

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 Emotional and Behavioral Disorders are Divided into Three Groups:

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1.Externalizing
Under-controlled, acting out style that includes behaviors described as aggressive, arguing, impulsive, coercive, and noncompliant. Behavior is expressed outwardly usually toward other people. Generally include forms of hyperactivity, prescient aggression, high level of irritating behavior that is impulsive and distractible.
Some types of behaviors exhibited:
>Tantrums
>Hostile or defiant
>Ignores teachers' reprimands
>Intimidates/threatens
>Lewd or obscene gestures
2.Internalizing
Over-controlled and inhibited style that includes behaviors we would describe as withdrawn, lonely, depressed, and anxious. Anorexia and bulimia, depression, and anxiety are examples of this internalizing behaviors. Anorexia and bulimia are serious eating disorders that usually occur during students' teenage years, typically among girls and often because of their preoccupation with weight and body images, a drive for thinness, and fear of becoming fat. Depression can be hard to recognize in children but can include guilt, self-blame, feeling of rejection, lethargy, low self-esteem and negative self-image.
>Depression
>Withdrawal
3.Low Incidence
These conditions are rare but quite serious when they do occur. For example schizophrenia is extremely rare in children, although 1% of general population over the age of 18 have been diagnosed having the disorder. Can include bizarre delusion, hallucinations, "loosening" of associations and incoherence. Schizophrenia places great demands on service systems.

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>McWashinton, J. (n.d.). Improving Post-School for EBD Students. Retrieved from https://youtu.be/vSP8to7aehU
>Carmack, C., PhD. (n.d.). Characteristics of Students with EBD Part 1. Retrieved from https://youtu.be/VA52CrjasfM?list=PLxkWwwN59-OqwH7PqVgeb1bOV4UV6d5zK
>Behavior Disorders: Definitions, Characteristics & Related ... (n.d.). Retrieved  http://www.ccbd.net/about/ebddefintion
>Bryant, D. P., Bryant, B. R., & Smith, D. D. (2017). Teaching Students with Special Needs in Inclusive Classroom. Los Angeles, CA: Sage Publications.
>Statistics - Who Cares About Kelsey. (n.d.). Retrieved October 20, 2016, from http://www.whocaresaboutkelsey
>Emotional or Behavioral Disorders Defined | Education.com. (n.d.). Retrieved October 20, 2016, from http://www.education.com/reference/article/emotional-behavioral-disorders-defined

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Improving Post-School Outcomes for EBD Students

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Characteristics of Students with EBD:  Part 1

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A brief description of the internalizing and externalizing behaviors exhibited by students with EBD

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IDEA defines emotional disturbance as follows: “…a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems.” As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.