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Catherine University
SOPHIA
5-2015
Recommended Citation
Xurvein, Mallory A.. (2015). Assessment Process of EBD Students: Professional Perspectives. Retrieved
from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/542
This Clinical research paper is brought to you for free and open access by the School of Social Work at SOPHIA. It
has been accepted for inclusion in Master of Social Work Clinical Research Papers by an authorized administrator
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Running Head: ASSESSMENT PROCESS OF EBD STUDENTS: PROFESSIONAL
PERSPECTIVES
by
Committee Members
Laurel Bidwell MSW, Ph.D., LICSW
Emily Bade, MSW, LGSW
Tim Turner, BS
The Clinical Research Project is a graduation requirement for MSW students at St. Catherine
University/University of St. Thomas School of Social Work in St. Paul, Minnesota and is conducted within
a nine-month time frame to demonstrate facility with basic social research methods. Students must
independently conceptualize a research problem, formulate a research design that is approved by a research
committee and the university Institutional Review Board, implement the project, and publicly present the
findings of the study. This project is neither a Master’s thesis nor a dissertation.
Abstract
Behaviorally Disordered” (EBD) each year (Seidman, 2005). Less than one half of
students labeled as EBD graduate (Lehr & McComas, 2005). Early identification is
crucial in order to get EBD students the resources and supports that they need to succeed
in school. Previous research shows that early identification and early provision of
services leads to better outcomes (Kauffman, 1999). This places importance on the
properly and timely assessments of students with Emotional and Behavioral Disorders.
The current qualitative study seeks to examine whether current special education
target the proper interventions in a timely manner. This research looks at the assessment
process from the view point of the professionals who work closest to the students.
assessment processes
i
ASSESSMENT PROCESS OF EBD STUDENTS
Acknowledgements
I would first like to thank all of my participants and committee members for your
time and patience. It was an amazing experience hearing your thoughts and wisdom.
Each of you inspires me by the huge difference in the lives of so many students. This
research would not have been possible if it weren’t for each of you. I want to thank all
of my family and friends for their support and love. I would not be where I am today if t
weren’t for every one of you. Each of you taught me what is it to be strong and to never
give up on anything. I am forever thankful for the lessons you have taught me and who
you helped me become. More specifically I would like to thank my parents for being
there for me and always providing me with support and love. You gave me the
opportunity to fly and know if ever I may fall you would be there to catch me.
ii
ASSESSMENT PROCESS OF EBD STUDENTS
Table of Contents
Section Page
I. Introduction……………………………………………………..1
III. Methods…………………………………………………………16
IV. Findings……………………………………………………….18
V. Discussion………………………………………………….…..24
VI. References………………………………….……….…………31
VII. Appendices………………………………………..…………....34
iii
ASSESSMENT PROCESS OF EBD STUDENTS 1
Emotional and Behavioral Disorders (EBD) is a large category which is used commonly
in educational settings. EBD students can display an array of characteristics that make it
difficult for them to learn within a main stream setting. These can be things from not
being able to make or maintain relationships, acting out against themselves or others, not
being able to express themselves or their needs in a productive way, pervasive mood of
Common behaviors shown by EBD students can include getting out of their seats,
yelling or cursing, disturbing peers, hitting or fighting, ignoring the teacher, complaining,
arguing, excessively, stealing, not being truthful, destroying property, not complying with
2014). All EBD students have and display different characteristics and behaviors. This is
one reason the assessment process is a vital part of each student’s academic success. Each
student may need a wide range of supports and or resources to help them with their
academic success. These supports can be anything from using sensory tools at their desk
to getting extra time on assignments, more one on one help or even just scheduled breaks.
The supports and resources all depend on each individual student and their specific needs.
Without proper supports for these children, previous research has found an
increase of negative outcomes. These outcomes include poor grades, poor personal
relationships, and failure to complete high school. Unemployment, substance abuse, and
suicidal ideation are all also associated with untreated EBD (Seidman, 2005).Furthermore
ASSESSMENT PROCESS OF EBD STUDENTS 2
school-aged children present with challenging emotional and behavioral problems and
may be resistant to traditional special education approaches. Sometimes even with special
education supports, these students tend to have very poor school and post-school
with proper training. The biggest area with shortages is of special education teaching
EBD students (Cancio, 2013). Students with EBD can present intensive needs. They
2015). Without properly trained teachers stress can build not only with the student, but
with the teachers as well. The burnout rate for teachers working with EBD students is
continually improving, but there is still more to be done. Being labeled as EBD can bring
stigma from other students. Teachers with special skills are needed and make a huge
through more effective instruction by well-trained teachers would go a long way toward
realizing better and less stigmatizing special education (Cancio, 2013). As social workers
we have a responsibility to look out for the vulnerable students. Each EBD student can be
vulnerable in multiple ways and it is important as social workers to see these and support
the students in the proper ways. Social workers are also a valuable link between school
and parents.
The school environment is a primary place for development of youth. The school
environment is a major source of influences that guide social behavior. Teachers are
ASSESSMENT PROCESS OF EBD STUDENTS 3
charged with helping students with learning and behavior problems. This includes
students with emotional and behavioral disorders (Kauffman, 1999). Teachers have to
help students overcome the effects of developmental influences that have resulted in
antisocial behavior patterns (Sutherland, 2005). Students with emotional and behavioral
disorders are often placed into self-contained settings to provide more focused academic
Students who are determined eligible for special education services because of
disabilities, needs, behaviors, and challenges to the public schools that serve them
(Kauffman,1999). There are few standardized assessments for EBD students when
scales and procedures for EBD students are available, but they can take a lengthy period
of time to use. One downfall to some assessment tools is that teachers and other
educators can be used as part of tests for EBD. This means their opinions are used based
on comparisons to other students they have taught and can affect the assessment process
(Kauffman, 1999).
Before any assessment begins, the parents are notified and are informed of all
parts of the process. After the permission is given by the parents, the assessment team has
30 school days to complete all parts of the assessment. The assessment team can include
the guardian(s), special education teacher, at least one general teacher (if they have more
pathologist, and occupational therapist. This is all dependent upon the student and their
needs.
The current assessment tools for students are The Functional Behavioral
Assessment (FBA) and The Behavioral Assessment System for Children (BASC). Each
takes a different approach on assessing the behavior and function of a child individually.
An FBA looks at and determines when and why a student exhibits problem behaviors. It
also looks at what reinforces the problem behavior and what support system will bring
The BASC rates a student in five parts. These include teachers’ ratings, parent
ratings, and a self-report of personality, the structured developmental history, and the
student observation system. All of these are scored by a specific computer software set up
for BASC. The strength of the BASC is its integrated approach of looking at a student
from many points of view (BASC-2 Summary, 2015). After the assessment is over, there
is another meeting with the parents to discuss the results and whether the student qualifies
for supports in the school setting. If the student qualifies in the meeting they discuss what
they want included in the Individual Education Plan (IEP). The team writes up the IEP
and then it is sent to the parents to sign (Building the Legacy, 2004).
Getting this assessment done in a timely process is crucial for the student’s
success. If the process takes a long period of time it can cause the student to fall behind
academically. It can also cause the student to have more behavioral issues within the
classroom. This can add stress to not only the student, but the teacher and other students
within the classroom. There are limited supports offered to students before the
assessment process is complete (Assistance, 2013). They do not have access to the
ASSESSMENT PROCESS OF EBD STUDENTS 5
special education teacher and get limited out of classroom supports. It can be extremely
taxing on all involved when students do not have the supports they need. The process can
become longer depending on how involved the guardian(s) is. It is important to have the
guardian(s) on board to get through the process and get the students the supports they
processes, along with eligibility regulations, an adequate way to target the proper
interviews will be conducted to understand, from the professional’s perspective, how well
EBD students are being supported in achieving positive outcomes. Positive outcomes
Literature Review
EBD Students
EBD student characteristics are difficulty with learning within a normal setting, difficulty
Inappropriate types of behavior (acting out against self or others) or feelings (expresses
the need to harm self or others, low self-worth, etc.) Some emotional or behavioral
out style that could be described as aggressive, impulsive, coercive, and noncompliant.
ASSESSMENT PROCESS OF EBD STUDENTS 6
Other disorders are more accurately described as "inward." Internalizing behaviors are
typical of an inhibited style that could be described as withdrawn, lonely, depressed, and
need to be present for a long duration of time and adversely affect their education.
Not all students with disabilities are eligible for special education and related
services under federal and state special education laws. In order to gain special education
supports and related services under federal and state law, a student must qualify under
one of the thirteen eligibility categories found in the Individuals with Disabilities
Education Act (IDEA) (Building the Legacy, 2004). Two groups of children—the
socially maladjusted and those with conduct disorders—are not eligible for special
education services (unless they have another qualifying condition as well). Neither group
and educators talk about discipline and violence in schools, IDEA '04 does not call it out
(Building the Legacy, 2004). In me DSM-IV-TR, the APA defines conduct disorders as
"a repetitive and persistent pattern of behavior in which the basic rights of others or major
age-appropriate societal norms or rules are violated" (2000, p. 93). Section 504 and ADA
do not have exclusions for social maladjustment, so the educational system is required to
make accommodations for these students even though they do not qualify for special
problems. This places an additional stress on the schools to deal with complex and
classroom disciplinary challenges. This can cause them to spend a good amount of time
There are many things that can be done at home and in the classroom to improve
the behaviors of EBD students. Improvements in coping skills can help with feelings of
behavior in the classroom include clear behavior expectations, the teaching of expected
behaviors, consistent responses and consequences for breaking rules, and individualized
plans for children specific to their needs. Children with EBD, require a structured and
predictable environment (Kauffman, 1999). These children do best when expectations are
clear and consistent and their routine is kept as consistent as possible. Positive
States are allowed to develop their own definitions and criteria to assist school
districts in determining which students are eligible. This definition may not conflict with
the federal definition or criteria. Minnesota is one of many states that have chosen to
create a definition, criteria, and evaluation for the ED category. One of Minnesota’s
changes includes the change to the category’s name itself. It has changed it to “emotional
or behavioral disorders.” Minnesota’s law is broader than the federal definition and
ASSESSMENT PROCESS OF EBD STUDENTS 8
more emotional or behavioral responses. The responses can include depression, anxiety,
are out of the normal range of average students and affect their ability to learn.
The responses must have some affect on education or development. The behaviors
must significantly be inappropriate for students’ age and culture. They also must be over
a period of time and must be present after initial interventions (Assistance, 2013). It is
also important to see these responses and behaviors in more than one setting. These
The responses and behaviors can be shown in many ways. These can include
sad dispositions. You can also see the responses through physical form. This can include
stress, worry, and lack of sleep, eating changes, atypical communication styles, or
Students who exhibit more problem behavior are less involved in academic
interactions with teachers than their peers who exhibit less problem behaviors. Teachers
sometimes must provide instructional activities that are at a lower instructional level for
students with more problem behaviors (Kauffman, 1999). Students who exhibit problem
behavior are sometimes provided with less instruction than those students who do not
exhibit problem behaviors (Sutherland, 2005). Being segregated from the general
ASSESSMENT PROCESS OF EBD STUDENTS 9
population is most significant with EBD students compared to other students with
disabilities. (Maggin,2011). This can cause self esteem, bullying, and/or other peer
related issues for the EBD students. Special education faces serious shortages of teachers.
EBD students are more at risk and are less likely to be successful in the classroom
Imagine staring at a piece of paper for hours and accomplishing very little by the
end of the day. This is a huge problem for students with EBD (Kauffman,1999). Many
EBD students have a very hard time concentrating for even small periods of time. Many
also have feelings of alienation and not being a part of any social group. This can cause
them to feel isolated from their classmates and even their teacher. This can happen
because of constantly being taken out of class for special supports. Children are often
taken out of class to work with a small group and are isolated from others in their
classroom for special support needs. Oftentimes, these students have trouble making
friends and lack social skills. Skills such as making eye contact, initiating conversation,
and making and keeping friends are challenging for EBD students. EBD students often
have challenging behaviors that can cause them to be shunned by other students and
sometimes even by their own teacher. School environments can be hard for EBD students
Among all those with disabilities those with EBD are among the most frequently
unemployed. It is hard to help students with EBD transition from school to work.
Students are often criticized. It is very hard for them to be successful focusing on
academics for higher education. For students with EBD it is a struggle to focus and to be
ASSESSMENT PROCESS OF EBD STUDENTS 10
able to see into the future. They are often looked down upon and find it hard to see what
their strengths.
suggest that students with EBD differ from the general population of youth in ways other
than their disability (Wagner & Cameo, 2004). For example, as compared with the
general population of youth, youth with EBD are more likely to live in poverty, have a
head of household with no formal education past high school, and live in a single parent
household. Nearly 38% of the NLTS-2 sample had been held back a grade, 75% had been
suspended or expelled at least once, and about two- thirds were reported to have co-
Students with EBD also experience greater school mobility than other youth with
disabilities; 40% had attended five or more schools since kindergarten. Moving to
multiple schools can be considerably disruptive and significantly decrease the chances of
difficulties associated with establishing positive long-term relationships with adults and
peers, and can heighten feelings of alienation and limit the sense of belonging (Lehr &
McComas, 2005).
School Environment
It is still unclear if inclusion is best practice for the school environment. It has
been argued that students can learn from appropriate interactions with peers. Academic
goals of students with EBD should be the same as their peers anyway. Inclusion can be
hard because that requires teachers to have a highly structured classroom and lesson plans
that are relevant and accessible to students with EBD. This, however, can also benefit all
ASSESSMENT PROCESS OF EBD STUDENTS 11
students in the classroom. Inclusion can prevent isolation of students with disabilities and
allows all students to work together. Inclusion also encourages teachers and special
education teachers to work together and builds skills that can support all students. With
inclusion, teachers need to be willing to work with the students with disabilities and must
stay very consistent. It can be hard on teachers to have to deal with outbursts and the
number of children they have. The negative behaviors of students with EBD can distract
the learning environment of all students. Students with EBD can take a greater proportion
of a teacher’s time, leaving less time for all other students. There are positives and
For many students with EBD, placement in general education classrooms may not
feasible. The idea of basing all services on students with EBD in a classroom may not be
ok. There are also alternative placements for students with severe EBD, which include
hospitals, residential placements, and alternative school settings. Effective programs for
With the move toward greater inclusion and providing instruction in the general
well-informed about how to effectively educate students with EBD. It is essential for
teacher education programs to train general educators to work with the increasingly
abilities, socioeconomic standing, and cultural backgrounds. Necessary skills include the
and interests, effectively organize a classroom environment, and manage student behavior
ASSESSMENT PROCESS OF EBD STUDENTS 12
using strategies that are evidence based (e.g., techniques to increase active student
on a regular basis to update and maintain skills (Lehr & McComas, 2005).
degree than youth with disabilities as a whole. On average, 16% of youth with EBD take
all of their courses in special education settings (compared with 9% of youth with
disabilities as a whole who take only special education courses). Many also attend
alternative schools, which are generally designed to serve students placed at risk of
school failure due to circumstance or ability (e.g., behind in credits, suspended, pregnant
incarcerated have disabilities. One conservative estimate suggests that about 32% of
youth in juvenile corrections have disabilities (Quinn, Rutherford, & Leone, 2001).
Nearly 46% of the incarcerated youth with a disability were identified as having EBD.
Most often, the transition back into the traditional school setting for these students is
unsuccessful and they revert to alternative options (e.g., alternative schools, back into
purpose is to determine when and why a student exhibits problem behaviors, what
reinforces the problem behaviors, and what types of positive behavioral supports and
ASSESSMENT PROCESS OF EBD STUDENTS 13
interventions would reduce the negative behaviors and increase the desired ones. When a
district wishes to conduct a FBA to collect data to assist in meeting a child’s individual
needs, it must first obtain parental consent as it would for any other special education
behavioral intervention plan for a child (Special Education, 2014).The only exception
the school as a whole and is not focused on the educational and behavioral needs of an
to evaluate various aspects of behavior and personality. This may include positive as well
Information is taken and analyzed from different perspectives. These perspectives may
include that of the parent, teacher, and child. This assessment looks at different
components include the Teacher Rating Scales, the Parent Rating Scales, and the Self-
Report of Personality. Then the data is input into a computer software and compiled for
results.
After a student is through the assessment process and show they qualify for
special education they will be given an IEP. This is an individual education plan set up
ASSESSMENT PROCESS OF EBD STUDENTS 14
specifically for the student. It shows the students characteristics and what seem to work
for them. It also states goals and what progress has been shown.
A federal law called the Individuals with Disabilities Education Act (IDEA)
requires that public schools create an IEP for every child receiving special education
services. The IEP is meant to address each child’s unique learning issues and include
specific educational goals. The IEP is a legally binding document. The school must
annual educational goals, special education supports and services that the school will
provide to help your child reach goals. It also includes Modifications and
accommodations the school will provide to help your child make progress and
accommodations your child will be allowed when taking standardized tests. It shows how
and when the school will measure your child’s progress toward annual goals and
transition planning that prepares teens for life after high school (Stranberry, 2014).
Minimally, the IEP team should have existing information from records, current
and past teachers, parents and the student, current classroom observations, and
information is needed, consider the following sources of data. The list is not exhaustive
and not all components are necessary in all cases. It is important to tailor additional tests
and other evaluation materials to the individual case, based on review of existing data
(Borneson, 2010).
ASSESSMENT PROCESS OF EBD STUDENTS 15
A major problem for students when going through an assessment is the stigma
that may come along with it. This fear is so common that students with EBD can have
serious problems in school just because of the stigma (Kauffman, 1999). The behaviors
associated with EBDs are sometimes so overwhelming that almost no one could argue
that the identification is unjustified. This fear can interfere with the benefits associated
Early identification of children with EBD is possible and can have significant
affects on student (Wagner, 1991). Long periods without supports can also be harmful to
those with behaviors because without supports the behaviors can get worse over time.
There is a strong case for early identification. Schools are getting much better a finding
It is crucial for EBD students to get supports that match their individual needs in
order for them to be successful. In order for them to get the supports they need
identification of the problem and assessments need to be done in a timely manner. If this
is not done it delays the interventions and individual education plan for that student. This
can cause the student to fall behind academically and to have behavioral issues
consistently in the classroom (Kauffman, 1999). We know quite a bit about students with
EBD (e.g., characteristics, numbers, factors placing them at increased risk of school
failure, where they are served, outcomes). Fortunately, we also know much about
effective strategies that we can use with these students to improve their success in school
and after they leave school. Shifting from a deficit model that focuses on multiple risk
factors and moving toward a focus on strengths is a difficult, yet necessary, step for those
ASSESSMENT PROCESS OF EBD STUDENTS 16
who hope to foster resilience, enhance competence, and facilitate successful school
experiences for students with EBD (Lehr & McComas, 2005). This study attempts to
answer the following question: Are current special education assessment processes,
along with eligibility regulations and adequate way to target the proper interventions in a
Methods
Subjects
Minnesota. There were four women and two men. There was one general teacher, three
EBD teachers, and two teacher’s aides. The participants were selected based on their
direct work with EBD students in the school environment. Recruitment began with the
researcher distributing a study email to four professional contacts who are currently
working with EBD students. Those four contacts were asked to forward the flyer to other
colleagues who might be interested in taking part in this study. The recruitment technique
The study was approved by the St. Catherine University Review Board at an
Expedited Level of Review. The researcher has completed CITI training. Participation in
the study was completely voluntary and the participants signed a consent form describing
the nature of the study. The records of the study were kept confidential. Findings
retrieved from the participant were kept in a password protected computer and the audio
Procedures
approximately 1 hour long. The interview was guided by a questionnaire that was
information that was compiled through a review of the literature on EBD students and the
questions and began with two questions regarding the respondent’s experience in the
Education students, the evaluation processes of getting an EBD label, and supports for
the students during and after the evaluation process. The interview was taped, and
portions of the recording were transcribed. All interviews took place in private locations
All interviews took place at locations convenient for the interviewee. The
conference room, and private classroom. All were quiet areas with only the researcher
and interviewee.
Analysis Techniques
The findings were analyzed using a grounded theory approach. This means
themes emerged from the interview transcript (Berg, 2011). The first step in the analysis
process involved open-coding. This is a technique where the researcher reads sentence by
sentence through the transcript and summarizes it using a few words to describe the main
concept of the statement (Berg, 2011). Axial coding was then completed. This is when
similar statements that occur at least three times in the transcript will be placed into
ASSESSMENT PROCESS OF EBD STUDENTS 18
themes (Berg, 2011). Each transcript was individually combed through and analyzed.
Once they were all individually coded the transcripts were then compared to one another.
Findings
The research was looking to answer: Are current special education assessment
processes, along with eligibility regulations, an adequate way to target the proper
Overall, the professionals interviewed seemed to think the evaluation process was
working. Participants indicated that in general they felt that the assessment team focuses
on the best outcome for the child primarily by involving multi-disciplinary team members
to get a wide perspective of the problem and to see it from many points of view. The
child is always the focal point of everything they do. Participants felt that assessors really
look at all aspects of the child and make sure they are getting what they need from the
assessment and that always seems to be the focal point of what each professional is trying
to work towards at all times. These dimensions are explored within the context of the
following themes that emerged from the interviews: Initial interventions, roles of
the evaluation.
Initial Interventions
The first theme that emerged from the data was the initial interventions that had to
be put forth before the evaluation process could begin. There had to be multiple efforts by
a general education teacher that had not been successful within the classroom. The theme
was shown as an important part of the evaluation before the assessment process could
ASSESSMENT PROCESS OF EBD STUDENTS 19
even begin. The assessment team also looked for particular behaviors to have occurred
across more than one setting. ( i.e. home, day care, extracurricular activities, etc.)
interventions before trying to get special education involved. The interventions are
with initial interventions. To find this out before the special education team gets involved
helps with not overloading them with too many students. This way they can focus on
those who really need the services. Participants discussed the special education team has
to prove the student has a behavior impairment that significantly impacts their learning in
We put into place various interventions that we can monitor over a 7week period
to see if the student responds to them. This could include behavior charts, extra time on
assignments, special breaks out of the room, etc. If after the 7 week period we are not
seeing any improvement we can process to special education testing, if we have parental
support. Typically if we reach this step administration becomes involved and chats with
the parents about the interventions that we have tried and how they did not help.
This theme was found through the interview process and was not part of the
original questions in the interview. Participants discussed that initial efforts were in place
in order to make sure that students are not thrown into the EBD assessment process if it
was not necessary and essential to their success. Initial efforts also help to identify thee
Roles of Professionals
Roles of professionals was another theme that emerged from the interviews. Each
component of the assessment process. The assessment team that evaluates the students is
quite large and each of the professionals takes on an important role in the process. Each
professional brings a different lens to the table. There are a lot of people coming together
with a lot of knowledge to support a student who really needs it. In this situation, the
child is viewed from multiple perspectives with the goal of figuring out where his or her
difficulties lie.
The evaluation team is vital to the student’s success. The assessment team can
include the guardian(s), special education teacher, at least one general teacher (if they
have more than one), a district representative (principal), psychologist, social worker,
Each person places a role in the process and brings different outlook on the
students. Each person is valuable in bringing together the best knowledge and to support
the student. Typically an EBD student’s family life is harsh. It is important to look at all
The theme Roles of Professionals came up when participants were asked about
the role of a social worker in the interview. The researcher found the theme come out in
all interviews. The role of professionals had become crucial to the success of students.
Role of professionals are crucial to the success for EBD students. Each brings in a
different kind of support and lens to the child. Each professional has a different role to
ASSESSMENT PROCESS OF EBD STUDENTS 21
give each student more than one kind of support and more than one person they can use
to move forward. Each professional has a specific role in the assessment process and is
placed in the team for a specific reason. Bringing them all together gives the student the
Parent/Guardian’s involvement
second theme that was identified in the transcript. The participation of the parent is
crucial in the student getting through the process and in a timely manner. Before any
assessment begins, the parents are notified and are informed of all parts of the process.
After the permission is given by the parents, the assessment team has 30 school days to
complete all parts of the assessment. However, nothing can be done until the permission
of the parent is given. If they parents were not involved or reluctant it could really delay
the children’s resources, if not stop them completely. It showed that parents are the best
resources to information needed to understand the child. The theme really showed that
without the parents children a not ever get the help they need.
The involvement of the parent in the EBD process is probably more involved than
In many other areas of special education. Parents are asked to fill out multiple forms
about their child and their behavior, as well as give information about the family history
and history of the child as well. The parent’s input is often times the most beneficial part
Parent involvement is vital. First, they must give the school permission to do the
assessment. Second, we need the parent to answer the questions openly and honestly so
ASSESSMENT PROCESS OF EBD STUDENTS 22
we can identify their children correctly. Some parents are reluctant to ask for help. If
they give false information the students may not get the help they need.
The theme Parent/Guardian’s involvement showed it was crucial for the parents
to take part in the process. This was found through question seven of the interview and
Another theme that came up was Resources during Evaluation Process. The
central idea that came from the theme was that there were resources the children could
access, but they were the resources that did not work within the initial interventions. This
partially has to be done to be able to see the behaviors and to get the correct assessment.
This is also hard on the student because they still have to wait to receive more resources
This theme was supported by the following quote by an EBD special education teacher:
Many resources are not available until a student is actually qualified for special
education services. The only resources and tools available are those that were put in
place before the evaluation process began. This could allow for one-on-one time with a
mental health therapist, special breaks, from room, goal sheets, etc. Nothing new would
be added until we find out the official diagnosis at the final child study meeting.
The theme Resources during Evaluation Process was identified within transcripts.
It was brought up through the interview on question eight which asked what type of
The biggest theme that became apparent was Length of Evaluation Process. The
theme of the length of the evaluation process was the most talked about within the
interviews. This theme stresses the factors within the evaluation process. There are many
things that can slow down the process and make it difficult for the students to get the
resources and supports they need. It showed that the parent/guardian’s participation and
the professionals to have time are crucial in getting the students through the process. It
also showed the positive that professionals working with the students do take the time to
make sure that the student is getting the right assessment. It seems there is a balance that
needs to be met between taking too long and taking long enough to get it right. It is
crucial for EBD students to get supports that match their individual needs in order for
them to be successful. In order for them to get the supports they need identification of the
This theme was supported by the following quote by an EBD special education teacher:
assessments and typically going over the results is 2-3 weeks after assessments. So it’s
quite lengthy! The length of time for the evaluation process varies by the student, the
special education team, the school district, and the parents. A lot of the process relies on
the parents to get information done in a timely manner and turned in. Many times the
special education teams within the schools are overloaded with students and trying to
find time to fit them all in and get all of their stuff done. It can be difficult. There are a lot
of factors that can slow down the process and do. I have seen the evaluation process take
This theme was the most talked about within the interviews. This theme came out the
Discussion
The aim of this study was to explore the perceptions of professionals on the
in the U.S. suffer from Emotional Behavioral Disorders with at least moderate
impairment (Steiner, 2012). This shows that there is a need to better understand EBD
students and access them properly. This research sought to understand the factors that
may need to be looked at in order for those students to get the best evaluation and
resources available to them. There were five themes that came out with interviews. All of
which help better understand the process as it is and how it could be improved.
The reason for the referral is the student’s behavior, emotionality and/or social
competence. It is not important to specifically define those three terms, and it is not
necessary to delineate which one, two, or three apply to an individual student. The
student may have needs in any or all of the areas. The key concept is the underlying issue
may have an academic deficit but it is as a result of underlying social and/or emotional
and/or behavioral issues. This concept has not changed (Borneson ,2010).
The main concern was the length of the assessment process. This was brought up
by 5 of 6 of the participants. For some children it can be extremely difficult not having
the support they need and the assessment process taking so long can affect them not
getting those supports. It can significantly impact a student’s progress when they are not
properly being assisted in their learning. It can also affect the teacher and the other
ASSESSMENT PROCESS OF EBD STUDENTS 25
students within the classroom. It would be very beneficial if there was a way to shorten
the length of the process or to be able to get the students better supports during the
assessment process.
That very thought was brought up in almost all of the interviews. The participants
all expressed that it is important for the assessment team to take their time in order to
assess the child properly. It seems there is a balance that has to be met in order for the
students to get what they need and for them to be able to get the assessment right. This is
crucial also in the benefit of the student. Without proper supports for these children there
relationships, and failure to complete high school. Unemployment, substance abuse, and
suicidal ideation are all also associated with untreated EBD (Steiner, 2012).
teacher, a special education teacher, a social worker, administrations, other mental health
specialist, etc. This was a benefit to the assessment process. There are many professionals
looking at a child from many different lenses. This can help the child get a thorough
assessment and hopefully one that will work in assisting them in succeeding in school.
The research showed that all professionals within the assessment process are beneficial
and a strength of the process. The negative side is special education departments face
serious shortages of teachers and teachers with proper training. The biggest area with
Another participant of the process that the research showed as beneficial was the
parent/guardian. The special education EBD teachers interviewed emphasized that the
parents or guardians can greatly effect if the assessment and intervention process was
ASSESSMENT PROCESS OF EBD STUDENTS 26
slowed down or went smoothly. Parents are greatly involved in the process and have to
fill out paper work to help the professionals understand the student. The assessment looks
at each child in more than one setting and the parents are sometimes needed to see
another aspect of the child. Parents can also be reluctant and not wanting their children
evaluated. This can also slow down the process of getting children the proper supports
they need. For the assessment process to go smoothly the participation of the parent is
crucial.
Each student has the right to a proper education. Each of these students is unique
and need support and educators to really understand who they are and what they need.
Students with EBD can present intensive needs. They require intervention and instruction
teachers stress can build not only with the student, but with the teachers as well. The
burnout rate for teachers working with EBD students is higher than any other field of
special education (Steiner, 2012). EBD students need a little more time and attention, but
with the right resources and supports can be successful just like their peers. It is important
to show these students that they are important and they deserve to and can succeed
academically. The assessment process is a crucial part of getting these students what they
need and helping them become successful short and long term.
There are many things that can be done at home and in the classroom to improve
the behaviors of EBD students. Improvements in coping skills can help with feelings of
the assessment process itself. It is important to give the students the tools to be
successful. Tools that promote positive behavior in the classroom include clear behavior
ASSESSMENT PROCESS OF EBD STUDENTS 27
for breaking rules, and individualized plans for children specific to their needs. Children
This research looked at the perspective of professionals and their opinions on the
assessment process of EBD students. The findings can be used when working directly
with students and the school system that impacts them. It can be used to better understand
the perspectives and needs of the students. The information will help support the students
The role of the social worker in the assessment team is usually to help better
understand the behaviors and where they may be coming from. Many EBD students may
have behaviors based on other factors. These could include things happening in their
home or outside of school. If that is the case the social worker may be able to help find
resources for the family and student. The social workers role in the school is to be the
connection between the parents and the school. They are there to make sure each and
More work can be done to continue to make sure that students are able to get
through the assessment process in a shorter length of time. There can also be more done
to make sure all students have the support they need as they go through the process.
Students may be vulnerable during this time and it is crucial that they are supported in
every way possible. To do this the professionals also need to be able to give them the
attention they need which means they cannot not be over worked or overwhelmed by case
loads.
ASSESSMENT PROCESS OF EBD STUDENTS 28
Future Research
Future research should look at what can be done to offer better support to students
during the Evaluation process. Is there a way to offer supports without affecting the
results of the process? It could also look at the case loads of special education teachers
and if they have the time to be able to give the students the support they may need. The
length of time seems to be a need to be able to get the assessment right. Unless the length
is affected by parents or lack of time a special education teacher has with how many
Strengths/Limitations of study
A strength of the research is that there was a lot of good information that came
from the professionals that were interviewed. Each professional gave a different
perspective and gave valuable information that enriched the research. They were all very
cooperative and willing to share any knowledge that they may have. Between the
professionals there were over 35 years of experience. These professionals have spent a lot
of time in the evaluation process of over 100 students. They have vast knowledge and this
Another strength of the research was that all of the themes were very apparent.
There wasn’t any point of view that was skewed or way off base from any other. This
made the research even stronger. All of the professionals seemed to agree on almost
every aspect of the research. This gave a strong understanding of the process and what
A limitation of the study was that it was hard to find many professionals that
worked with EBD students that were willing to so the interview. It seemed all of them
ASSESSMENT PROCESS OF EBD STUDENTS 29
were overwhelmed with their work load or were just unable to find the time to do it. The
information that came from the interviews was rich, but the research would have been
stronger if there were more professionals involved in the process. Therefore only 6
participants took part in this study. Due to this limited number of participants, results
A second limitation common to qualitative research is that the research is that the
researcher was the only coder of the interviews. The researcher comes from a social work
lens. This can pull out different themes than another professional may see.
Conclusion
Previous research showed the struggles EBD students had to face in the school
setting. It also showed the limitations to what could be done for the students. It even
looked at how the process should be done and what it needed to look for. This research
looked at the length of time it took to get through the process and if students were getting
The themes that emerged in the research were initial interventions, roles of the
professionals, parent/guardian involvement, resources during the process, and the length
of the process. The research showed that the assessment process seems to be working
well when all of the pieces are working together. There are a lot of factors that can slow
down the process and affect the student. Those factors seem to be inevitable to avoid in
most situations.
The research showed the view points of six professionals with over 35 years of
experience. They brought in a lot of knowledge and wisdom as to what was working and
ASSESSMENT PROCESS OF EBD STUDENTS 30
why the process is as lengthy as it is. They helped come to conclusions on the importance
of professional roles and the assessment process in the success of all EBD students.
Summary
This study showed that the assessment process of EBD students is successful in
getting students the support they need in a timely manner. There is a great focus on the
student and getting them what they need as soon as possible. There are many
professionals involved in each assessment team to ensure that the students are getting
There are some factors that can delay the process however. The parent/guardian’s
participation is crucial in getting the process started and making sure everything goes
successfully. Without their participation the assessment may not even begin. There is a
lot of paper work and discussion between the assessment team and the parent/guardian. If
they are reluctant or resistant in any way the process will be much delayed.
There is also the factor of the students not getting proper supports during the
assessment process. They have only the resources usually that they had during the initial
interventions during the process so that the assessment team can continue to evaluate the
original behaviors before putting too much more into place. This can be distracting for
the other students in the class as well as hard for the child going through process, but
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ASSESSMENT PROCESS OF EBD STUDENTS 34
Appendix A
Interview questions
3. Have you worked in any other setting such as day treatment or other alternative school
settings?
5. What do you believe are some of the strengths of the evaluation process from the point of
6. What do you believe are some of the challenges of the evaluation process from the
7. What does the involvement of the parent look like in the evaluation process?
8. What types of resources can children access while going through the evaluation process?
Such as do they get one on one attention or are there tools they can use in the classroom
setting?
9. Do EBD students usually get through the evaluation process in a timely manner?
10. Do you feel MN’s eligibility guidelines for special education are the best guidelines for
11. In what ways can we improve upon the guidelines for special education?
13. What can be improved upon and helpful for EBD students?
14. How are social workers involved with students with EBD in the school setting and
evaluation process.
ASSESSMENT PROCESS OF EBD STUDENTS 35
Appendix B
Field Notes
September 4, 2014
Today I went through ideas for topics. I knew I wanted to do something with EBD
students, but had to narrow down to what I wanted to focus on for my questions. I wanted
a focus on the evaluation process of the students after seeing the length of it in my last
field placements.
October 2, 2014
October 9, 2014
Methods and interview questions finished
November 3, 2014
Had committee meeting
January 5, 2015
Turned in proposal to IRB
February 6, 2015
I had first interview. Interview went great. We met at interviewees’ office. It took about
45 minutes. It was a quite nice space. There were no interruptions. It took a minute to get
computer to record correctly. Interviewee was positive and upbeat. I did not take notes
because I wanted to be focused on what I was saying. I had all questions in hand.
Conversation went smoothly and answers were clear and consist.
February 8, 2015
Transcribed first interview
March 2, 2015
I met my fifth interviewee in a classroom at their school. It was after school so there were
no children or many teachers left. We met for about 45 minutes. We got into conversation
ASSESSMENT PROCESS OF EBD STUDENTS 37
first about their profession and what they liked most. We slowly eased into the interview.
We sat at a couple of student desks and went right through the questions. They also
seemed to get stuck on the questions from the perspective of the student. I went through
and explained the question more and we kept on going through. It was a bright sunny day
and the interviewee was very perceptive to the interview and had lots of questions for me
afterwards.
March 3, 2015
I met my last and final interview in a meeting space. It was a room with a few tables and
plastic chairs. It was a bit dark and dim. We got into a conversation on why I was doing
my research on this topic and then went into the interview. This interview took a little
longer than the others. The interviewee went into detail with their answers and we often
talked back and forth over answers. It was very informational.