It is common for the terms emotional disturbance or disability and behavioral disorder to be used interchangeably. The federal and state regulations define emotional disability as:
...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:
- An inability to learn which cannot be explained by intellectual, sensory, or health factors;
- An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
- Inappropriate types of behavior or feelings under normal circumstances;
- A general pervasive mood of unhappiness or depression; or
- A tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes children who are schizophrenic, but does not include children who are socially maladjusted unless it is determined that they are emotionally disturbed.
In considering students as having an emotional disability the multidisciplinary team must answer if the behaviors have existed over a long period of time, not just on occasion or for a short period of time; and to a serious degree, that interferes with their learning. Identification of students with emotional disability may, like other disabilities span a range from mild to moderate or severe.
Professionals agree that working with students identified with an emotional disability requires systematic educational programming and support.
Better Serving Students with Emotional Disabilities: A Virginia Plan, August 23, 2010
- Emotional Disabilities Summit Information
- Functional Behavioral Assessment (FBA) Guidelines (PDF)
- Guidance Document on Manifestation Determination (PDF) – Document currently under revision
- Training & Technical Assistance Centers (TTAC)
- Federal Agencies
- State Agencies
- Old Dominion University Effective Schoolwide Discipline
- TTAC Online – A community linking people and resources to help children and youth with disabilities.