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Early intervention is important for those who have or are in the risk for developing emotional or behavior disorder. Early identification and support can help prevent the development or worsening of these behavior issues. Intervention can help due to the fact that these disorders can progress into longer lasting effects on a child. Providing early intervention can also help the children academically as they can be provided the right resources to address the problems they are having academically. Providing students with the support can allow their future as adults to look healthier and happier as they will be able to form healthy emotional and social skills.

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It is crucial to provide early intervention services for students who have, or who are at risk for developing, emotional or behavioral disorders because emotional or behavioral disorders typically begin at a very early age and persist throughout adolescence and adulthood. It is a common misconception that these types of disorders are outgrown by children, or that they do not follow them into adulthood, but this is simply not true. According to the National Institute of Mental Health (NIMH), approximately 23.1% of U.S. adults live with a mental illness, meaning roughly one in five adults experience an emotional or behavioral disorder. This just goes to show that we should not wait for children to outgrow their disorder, because some may never go away. And according to the book, “In fact, early antisocial behavior appears to be a particularly potent precursor or antecedent to such negative long-term outcomes as dropping out of school, delinquency, drug abuse, and adult incarceration” (page 790). If we provide early intervention services for students, we can help these students achieve behavioral and academic success.

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At a very early age, children can begin to develop signs of emotional or behavioral disorders. Studies show that this behavior needs to be addressed at an early age to prevent further aggressive behavior in later years. Early intervention is a crucial part of a child's later success with preventing longterm effects of emotional or behavioral disorders.

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Providing early intervention services for students with emotional or behavioral disorders is crucial for many reasons. They typically begin at an early age and appear to persist throughout their lives (adolescence and adulthood.) Infants and toddlers who are born with a difficult temperament are frequently irritable, have irregular patterns of sleep and eating, and are highly emotional. They are also at high risk for progressing to more aggressive behaviors. This is the highest dropout rate among all categories of students with disabilities. Many people tend to believe that they will grow out of these and it is just a phase, however, these children are more likely to have negative long-term outcomes like dropping out of school, drug abuse, delinquency, and adult incarceration. Over one-third of students with emotional or behavioral disorders leave school before graduation.Early intervention services can help prevent these actions from continuing throughout adulthood. They also help with preventing development and minimizing their impact once they do develop. 

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Providing early intervention service for students who have, or who are at risk for developing,  emotional or behavioral disorders affects not only them in present-time, but it also affects their future development. Individuals who have these emotional or behavioral disorders are at high risk for progressing to more acting-out aggressive behaviors, even before they reach their elementary years. They can be frequently irritable, display irregular patterns for sleeping and eating, and are highly emotional. These temperaments alone are evidence for why early intervention is so important. If intervention is not given to these individuals early, they may never figure out how to self-regulate or be given the tools to aid them. Often people think that these individuals will “outgrow them”, however, this is not the case. Early intervention allows more tailored support to be given to the students.

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Students who have or are at risk for developing emotional or behavior disorders should be given the opportunity for early intervention. Think about it this way, if you knew that a child was about to touch a hot stove because "it's red and cool," you would intervene before it happened because you want to protect the child. The same idea goes for early intervention. If there are ways we can help students before extreme behaviors happen in the classroom, we are not only helping the specific child, but also the other students in the class. It would be an injustice not to have early intervention for these students because it is an accommodation needed for these students.

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I feel that students who are at a high risk for developing, emotional or behavioral disorders need early intervention services because it typically starts at an early age and persists throughout adolescence and adulthood. Kids who are born with a “difficult temperament” are at risk for progressing to more acting-out aggressive behaviors. Students dealing with these behaviors without some type of intervention could face long-term negative outcomes such as dropping out of school, delinquency, drug abuse, and adult incarceration.

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When providing early intervention services for students with emotional or behavioral disorders, it allows for a greater chance of successful outcomes. Children are still developing tremendously during their early years in school, which makes them more receptive to interventions. With early intervention, children have a better chance of learning coping skills and strategies that they can use throughout their lives. A critical reason for recognizing behavioral disorders early on is that it helps prevent long term consequences associated with emotional and behavioral disorders. These can include academic struggles, substance abuse problems, difficulty maintaining employment or relationships later in life. By addressing these issues at an early age, children are given the tools needed to overcome challenges and achieve success in various areas of life. Although many believe young children with signs of these disorders will outgrow them, research shows that this is often not the case. Infants and toddlers who are frequently irritable, display irregular patterns of sleeping and eating, and are highly emotional- may be at high risk for progressing to more acting out behaviors, even before they reach their elementary years.

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Providing early intervention services for students who have, or who are at risk for developing emotional or behavioral disorders is crucial for ensuring that these students get the proper support that they need. These interventions must come as soon as they are suspected to be at risk for developing one or both of these behaviors because “early antisocial behavior appears to be a particularly potent precursor or antecedent to such negative long-term outcomes as dropping out of school, delinquency, drug abuse, and adult incarceration.” The intervention services help minimize these possible outcomes and better equip students with the knowledge they need to handle behaviors.

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For students who have or are at risk for EBD early intervention is critical when considering a child's success throughout life. When early intervention is not acted on ASAP students are at high risk for experiencing negative long-term outcomes including, academic failure, school dropout, incarceration, under- or unemployment. Although EBD is an umbrella term for many psychological disorders it is important to note that these disorders vary greatly. Rather than avoiding the issue, it is vital that educators and administrators make themselves familiar with the developmental patterns of EBD.

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In order to best set your child up for success it is vital to provide early intervention if they are at risk of developing emotional or behavioral disorders. Early intervention can not only minimize the disorders impact, but it can in some cases prevent the disorder from developing further. It will allow your child to achieve more when it comes to school. This includes academic performance and especially their social skills will be enhanced. Their social skills will grow because these early intervention strategies will help them learn coping strategies and work on their emotional regulation. In addition to success in school it is also setting them up for success as an adult. Transitioning from school to adulthood is particularly difficult for individuals with emotional or behavioral disorders, but the sooner intervention is involved the smoother the transition may be.

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Early intervention services for students who have, or who are at risk for developing emotional or behavioral disorders is so crucial. Without intervention, issues can escalate leading to more severe problems.  First, Students with emotional or behavioral disorders often struggle with academics. Early identification and support can help them develop coping strategies, emotional regulation, and social skills, helping them succeed in school. Secondly, a problem with emotional or behavioral issues is that children might be dealing with mental health issues. Early intervention can provide access to counseling and resources that support mental health, helping students manage their emotions and behaviors. Lastly, early intervention teaches students self-regulation and positive behavior strategies, which can lead to improved relationships with peers and teachers. Overall, early intervention provides the foundation for improving the long-term academic, social, and emotional outcomes of students who are at risk for developing Emotional or behavioral disorders.

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Providing early intervention services to children at risk for emotional or behavioral disorders is crucial because it significantly impacts their development and future well-being. Early support helps prevent the escalation of issues, improving academic performance and social skills. It also offers families the resources they need to better understand and manage their child’s challenges. When kids have the tools they need to be successful in school it makes it a positive experience for teachers, students, and parents.

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Research shows that children who exhibit patterns of emotional or behavioral disorders as infants or toddlers are at high risk of progressing to more aggressive behaviors as they grow into adolescence or adulthood (Wakschlag & Danis, 2009). Along with this research it has been proven that children who receive support/intervention for this behavior at an early age are less likely to be at risk for aggressive behavior in the future. However, these intervention resources are lacking. Early intervention is a significant resource for children that should be more prevalent in schools because of the lasting effects on children as they grow. Sometimes educators are hesitant to identify young children who exhibit high risk behaviors despite being capable of providing early support for children at risk of showing antisocial behavior. Teachers, parents and families alike have the ability to help children at a young age but so many children are failed by lack of intervention that could have been prevented.