Young people with E/BD often have significant mental health needs. As per the IDEA definition of ED, the presence of one or more of the following symptoms persistently and to a marked degree is required:

1. Learning problems not attributable to intellectual, sensory, or health factors

2. Difficulties in establishing and maintaining interpersonal relationships

3. Inappropriate behaviors and feelings

4. Ongoing feelings of depression or unhappiness

5. Fears or physical symptoms related to school or personal problems

Many students with E/BD need close supervision from staff throughout the school day to receive the necessary contextualized behavioral and emotional support. Schools must offer a continuum of services that cater to a range of class sizes, provide adult support, and accommodate various academic levels. Implementing high-quality School-wide Positive Behavior Intervention and Supports can help reduce problem behavior for students with E/BD, as well as their peers. Lessons should be carefully structured to allow ample opportunities for students with E/BD to engage with the content, and pacing should be adjusted to maximize their involvement. Assignments should be at an instructional or independent difficulty level to prevent frustration, and scaffolding should be available as needed.

Remedial instruction must be thoughtfully planned and delivered to address deficits in core academic skill areas. Ignoring these core deficits in favor of addressing grade-level standards will only prolong the students' dependency on assistance to understand and engage with the curriculum.

As students demonstrate safety and responsiveness to interventions, the level of supervision should be gradually decreased. Peer-mediated interventions can be beneficial academically and socially but require careful structuring and supervision to ensure maximum learning outcomes. Implementing individual or class-wide token economies can provide additional motivation for students to engage in appropriate school work and socialization. Systems of self-management can enhance students' independence and autonomy and even allow for the expansion of a token economy into general education settings with reduced supervision.

Establishing and following consistent schedules and routines throughout the school day can help reduce student stress and pave the way for improved behavioral and academic progress.

Treatment and Research Institute for Autism Spectrum Disorder (TRIAD): TRIAD.vumc.org or call (615) 322-7565.

The Vanderbilt Autism Resource Line: autismclinic@vumc.org, or (615) 322- 7565, or toll-free (877) 273-8862.

Tennessee Disability Pathfinder: (615) 322-8529, toll-

free (800) 640-4636, TNPathfinder.org

The IRIS Center

A national center dedicated to improving educa-

tion outcomes for all children, especially those with

disabilities birth through age twenty-one, through the

use of effective evidence-based practices and inter-

ventions. http://iris.peabody.vanderbilt.edu

Division for Emotional and Behavioral Health

https://debh.exceptionalchildren.org

Tennessee Voices for Children

www.tnvoices.org

Journal of Emotional and Behavioral Disorders

https://journals.sagepub.com/home/ebx

Intervention Central

www.interventioncentral.org

2) Reward positive behaviors

3) Allow for mini-breaks

4) Fair Treatment for all

5)Use motivational strategies

6) Help students learn to self-regulate