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; or

E. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance (ED).

A. Intellectual

B. Academic (That cannot be attributed to intellectual, sensory or health factors)

C. Behavior

D. Communication

E. Physical

A. Required

B. Recommended

A. Social History

B. Individual Intelligence (One required)

C. Individual Achievement (One required)

D. Adaptive Behavior (One required)

E. Communicative Abilities (Required as indicated below)

A comprehensive language screening measure is required. Screening instruments must be established and validated for such use and assess areas of receptive and expressive language. These instruments cannot be single-word vocabulary measures only. Review of social, educational, and communication history and/or classroom observation of communicative abilities should also be utilized. If the student fails the screening or if language is identified as a problem area, a diagnostic measure is required.

F. Other

A. Functional Skills Assessment

B. Vocational Assessment

C. Medical

A. The duration of the behavior. The behavior does not occur as an isolated instance, but rather is long standing.

B. The intensity or magnitude of the behavior. The behavior is grossly inappropriate for the time and place in which it occurs.

C. The rate of the behavior. The behavior happens with a much higher frequency than is expected to occur during a given length of time under normal circumstances. For a student to be eligible under this category, the evaluation data must be analyzed to determine if the behaviors exhibited by the student are of a marked degree, are displayed over an extended period of time and result in an adverse affect on educational performance. Students experiencing behavior problems, but not to the degree that special education and related services are needed, should be considered for referral for other services for which they might be eligible.

The analysis of evaluation data also provides information for the development of the educational program. Identification of specific behaviors will assist in determining appropriate interventions/teaching methods for managing the environment, as well as instructional techniques.

A. It is essential that the teacher of students with emotional disturbance have knowledge and understanding of behavioral principles as they apply to the management of such students. The following list of basic techniques are applicable to any class setting in which students with emotional disturbance are being served.

B. In addition to the techniques listed above, other procedures which might be included in programming are:

C. Academic

Students who have emotional disturbance often display a wide discrepancy in academic skills. Basic academic skills--such as reading, writing, spelling, arithmetic--are taught along with appropriate interpersonal responses. Whenever possible, students working on grade level should be maintained in the regular classroom in those subject matter classes. For the student who has difficulty attending to task, the teacher may use individual or sequential learning materials which provide immediate feedback. During academic instruction, highly-motivating, age-appropriate materials on the student's instructional level should be used.

D. Social

Interpersonal skills are best learned as part of everyday interaction with teachers, peers and other adults. Generally, an appropriately structured environment provides opportunity for naturally occurring social rewards that shape and maintain appropriate behaviors. However, some students with ED require a more systematic and direct teaching approach to social skills development. While direct instruction in interpersonal skill acquisition/development may be necessary, these skills should be an integral part of the total curriculum.

E. Communicative Abilities

One of the basic skills necessary to participate in activities at school, home and in the community is the ability to communicate with others. However, some students with emotional disturbance cannot or do not relate to other people. In addition, these students often lack the necessary behavioral controls to attend and respond to the environment and to individuals with whom they need to communicate.

Students with emotional disturbance may exhibit difficulties with communication in such areas as articulation, comprehension and expression of language, voice and/or fluency. In particular, the student may demonstrate problems with pragmatics (using language socially in context), such as difficulty with verbal problem-solving, inappropriate conversational skills and/or impulsive use of language.

Based on the individual needs of the student, instruction in the area of language development may be provided in the context of a direct speech/language therapy program, a special education classroom and/or a regular education environment. Services of the speech/language pathologist may range from consultative functions to provision of direct services.

F. Physical

Physical expression of emotional conflict is an area that should be addressed throughout the instructional program of a student identified with emotional disturbance. Such physical, behavioral expressions can range from severely withdrawn, inactive behaviors to the more aggressive active behaviors. Often it is this physical expression of an emotional condition that prevents the student from functioning in the “regular” school environment.

The goal of the instructional program should be to provide intervention strategies which will eliminate or lessen problematic behaviors and establish appropriate behaviors to facilitate academic achievement and behavioral performance.

The ability to distinguish between and program for inappropriate behaviors which have a physical basis and those that do not is an essential component of an appropriate instructional program. In some cases, successful treatment may include addressing underlying biological problems; hence, interventions such as drug therapy, diet control, exercise or alteration of environmental factors that may exacerbate the problem(s) may be considered.

When chemical treatment is present, those personnel working with the student must be cognizant of the unpredictability of side effects. All service delivery personnel must be informed about the type of medication the student is taking, as well as the possible behavioral side effects.