Working to make a difference for children
who display challenging behavior
The smallest percentage (1% - 7%) of a total school enrollment are students who require intensive and individualized behavioral supports to meet their needs. The use of functional assessment strategies to identify individual needs and to assist in the development of individualized behavior support plans is needed (Effective Behavior Support). Wraparound services also may be needed at this level.
The EBD Task Force was established by the Kentucky Department of Education in 1987 to guide Kentucky's educational systems change efforts for students with or at risk of developing emotional and behavioral disabilities. The multidisciplinary, multi-agency EBD Task Force worked for five years to create a practical, objective definition of the student population and procedural guidelines to assist school districts in the screening and identification of students for services under the EBD label.
PBIS World-Tier 3 Resources
PBIS World is a website containing links to hundreds of interventions, supports, resources, and data collection tools, all of which are organized into the tier 1 through 3 framework. It is designed to help guide users through the PBIS implementation process, starting with behavior identification and offering suggestions for interventions and data collection tools.
Very popular series of book addressing the tough to teach student. Resources for teaching social skills are also a part of this series by William Jenson, Ph.D. et al.
In 2004, stakeholders—including families, youth, providers, researchers, trainers, administrators and others—came together in a collaborative effort to better specify the wraparound practice model, compile specific strategies and tools, and disseminate information about how to implement wraparound in a way that can achieve positive outcomes for youth and families.
The NICHD investigates a wide range of children's mental and emotional health topics. From the effects of exposure to violence to mood changes associated with attention deficit hyperactivity disorder (ADHD) medications, NICHD investigations examine issues that shape children's mental and emotional health and that of their families.
Project REACH is a National Center, funded by the Office of Special Education Programs for 5 years, to work with students with intensive social, emotional, and behavioral needs. The project is a collaborative effort between Lehigh University and the University of California, Riverside. Researched-based behavioral interventions for parents and teachers are described in detail on this Web site.
Social Skill Resources have been located and organized in this section. Links to Sopris West, Thinking Publications, Boys Town, and Research Press Web sites are provided to make it easy for you to locate the social skills program of your choice.
Resources that address student anger management have been organized in this section of the Behavior Home Page.
Resources that address bullying have been organized in this section of the Behavior Home Page.
This area of the Behavior Home Page provides functional behavioral assessment resources.
EDJJ: The National Center on Education, Disability, and Juvenile Justice is a collaborative research, training, technical assistance and dissemination program designed to develop more effective responses to the needs of youth with disabilities in the juvenile justice system or those at-risk for involvement with the Juvenile Justice System.
The Emotional and Behavioral Disabilities Partnership (EBD Partnership) was formed in 1990 by the Illinois State Board of Education to assist educational systems in developing collaborative, community-based supports for students with emotional and behavioral disabilities.
The Mental Health issue area on the Center for Effective Collaboration and Practice's web site provides links to many mental health related resources.
This report introduces a blueprint for addressing children's mental health needs in the United States. It reflects the culmination of a number of significant activities over the past year. A new public-private effort to improve the appropriate diagnosis and treatment of children with emotional and behavioral conditions was launched with a White House meeting convened in March 2000.
ERIC Digest #518. This digest focus on identifying new behaviors, providing opportunities to practice new behaviors, treating social skill deficits and errors in learning, teaching students to take responsibility of there own behavior, and teaching functional skills that will have broad applications.