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School Wide Behavior Support Plan for Students with Behavior Disorders Emotional Disturbances Almost half of the individuals who are labeled as Emotionally Behaviorally Disturbed fail one or more courses in school at a greater rate than students with Communication or Learning Disabilities Bauer Shea 1999 This is due to poor support systems that do not give consistent and well laid out guidelines which meet the needs of all children This is consistent at all grade levels In addition this population is more likely to drop out of school by 10th grade with only 50 of them graduating Wagner 1991 This is the highest of any group both special and general education Not only do these students have behavior problems they tend to have a greater or increased probability of having a learning problem or a communication deficit All of this works against a child in the system In the past it was thought that students within the emotional behavioral disorder category possessed higher cognitive abilities but in recent studies it was found that these individuals score average to below average when compared to the general population Coleman 1986 In fact the children within the emotional behavioral category tended to fall more than one standard deviation below the average This creates a social stigma that makes it increasingly difficult for these students to fit in and function within the academic model Students who are referred to as having conduct disorders and students who are referred to as havingemotional disabilities behavioral disorders serious emotional disturbances or emotional and behavioral disorders have two common elements that are instructionally relevant 1 they demonstrate behavior that is noticeably different from that expected in school or the community and 2 they are in need of remediation Lewis Heflin DiGangi 1991 In both cases the student is exhibiting some form of behavior that is judged to be different from that which is expected in the classroom
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