Difference between revisions of "SSPS:Emotional Behavioral Disabilities Eligibility"

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(Definition)
 
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* At least one (1) setting must include school.
 
* At least one (1) setting must include school.
 
==Procedures for Determining Eligibility and Educational Placements==
 
Refer to [[http://www.pasco.k12.fl.us/wiki/index.php/SSPS:ESE_Eligibility_Criteria Eligibility and Placement Section]] for information regarding eligibility procedures.
 
 
A review of all Tier I, Tier II, and Tier III intervention data specifying:
 
* All tiered interventions that have shown a positive impact on student behavior
 
* All tiered interventions that have shown limited to no positive impact on student behavior
 
 
Data sources may include but are not limited to: IRLA, DE, FBA/BIP, peer/class comparisons, small group/individual instruction, behavioral intervention supports, etc.
 
 
 
==Procedures for Evaluation==
 
 
<b>Required Information and Evaluation Data</b>
 
 
1.  If a formal FBA/BIP has not been completed, one must be completed as part of the evaluation.  If there is an existing functional behavioral assessment (FBA), it shall be reviewed to assist in the development and/or revision of the behavior intervention plan (BIP). The FBA must identify the conditions under which the behavior is most and least likely to occur and the functions of the student’s behavior.  The BIP must be implemented with fidelity prior to determining eligibility.  Data on the fidelity of implementation should be reviewed. It may be necessary to revise the FBA/BIP as part of the evaluation. 
 
 
2.  Documentation of the student's response to general education intervention implemented to target the function of the behavior and implement functionality equivalent replacement behavior(s) as identified in the FBA.
 
 
3.  A social/developmental history completed from a structured interview with the parent or guardian that includes:
 
* Developmental, familial, medical/health, and environmental factors impacting learning and behavior
 
* The relationship between social/developmental and socio-cultural factors
 
* The educational history of the student
 
* The presence or non-presence of emotional/behavioral responses beyond the school environment.
 
 
4.  A psychological evaluation conducted in accordance with Rule 6A-6.0031(4)(a), FAC.  The psychological evaluation should include assessment procedures necessary to identify the factors contributing to the development of an emotional/behavioral disability, which include:
 
* Behavioral observations and interview data relative to the referral concerns
 
* An assessment of emotional and behavioral functioning
 
* Information on developmental functioning and skills
 
* A review of evidence-based interventions that have already been tried and the student’s response to those interventions, the criteria used to evaluate their effectiveness
 
 
5.  A review of educational data including:
 
* Information on the student’s academic levels of performance
 
* The relationship between the student’s academic performance and a possible emotional/behavioral disability
 
 
6.  A formal academic evaluation if the team determines there is insufficient information or if academic performance data are not available.
 
 
7.  A medical evaluation must be conducted when it is determined by the ESE director/designee that a possible emotional/behavioral responses may be precipitated by a physical problem.
 
 
<b>Criteria for Eligibility</b>
 
 
* The student needs special education in the area of EBD as defined in Rule 6A-6.03411(1)(c), FAC.
 
 
* A student with an emotional/behavioral disability must demonstrate an inability to maintain adequate performance in the educational environment that cannot be explained by physical, or sensory, or socio-cultural, or developmental or medical or health (with the exception of mental health) factors; and must demonstrate one or more of the following internal or external factors.
 
 
<b>Internal Factors</b>
 
 
* Feelings of sadness, or frequent crying, or restlessness, or loss of interest in friends and/or school work, or mood swings, or erratic behavior; or
 
 
* The presence of symptoms such as fears, phobias, or excessive worrying and anxiety regarding personal or school problems; or
 
 
* Behaviors that result from thoughts and feelings that are inconsistent with actual events or circumstances, or difficulty maintaining normal thought processes, or excessive levels of withdrawal from persons or events; or
 
 
<b>External Factors</b>
 
 
* An inability to build or maintain satisfactory interpersonal relationships with peers, teachers, and other adults in the school setting; or
 
 
* Behaviors that are chronic and disruptive such as noncompliance, verbal and/or physical aggression, and/or poorly developed social skills that are manifestations of feelings, symptoms, or behaviors as specified in subparagraph (1)(i) 1-3 of this rule.
 
 
<b>Extraordinary Circumstances:</b>
 
* Activities prior to referral for evaluation and criteria for eligibility described above may be waived when immediate intervention is required to address acute onset of an internal emotional/behavioral characteristic as listed in (II) above.
 
 
==Exclusionary Characteristics==
 
* Normal, temporary (less than six (6) months) reactions to life event(s) or crisis, or
 
 
* Emotional/behavioral difficulties that improve significantly from the presence of evidence based implemented interventions, or
 
 
* Social maladjustment unless also found to have an emotional/behavioral disability.
 
 
Consider the length of time that the concern has existed.  Consider the need to do an evaluation to determine the exclusionary factors.  Consider using mental health screening tools and/or release of records to speak to outside mental health agencies regarding the challenging behavior or emotional concerns.  Consider developmental implications.
 
 
==TAP: Guidelines for Implementation of the Revised Rule for Exceptional Student Education Eligibility for Students with Emotional/Behavioral Disabilities==
 
 
[http://info.fldoe.org/docushare/dsweb/Get/Document-6198/dps2011-142.pdf Click Here]
 
 
==Sample Team Analysis of Data== 
 
 
Download an [http://www.pasco.k12.fl.us/library/ssps/tad/tad_ebd.docx EBD TAD]
 
 
Download an [http://www.pasco.k12.fl.us/library/ssps/tad/tad_ebd_short.docx EBD Short TAD]
 

Latest revision as of 16:34, 27 July 2017

Definition

A student with an emotional/behavioral disability (EBD) has persistent and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity.

Persistent

  • Is not sufficiently responsive to implemented evidence-based interventions-condition persists with accommodations to the educational environment and with individualized interventions, implemented with fidelity
  • Must be present for a minimum of six (6) months duration
  • More than a temporary response to stressors in the environment


Consistent

  • Must be exhibited in two (2) or more settings, including but not limited to, school, educational environment, transition to and/or from school, or home/community settings.
  • At least one (1) setting must include school.