Because the identification of EBD examines behaviors that tend to be more subjective in nature than other disabilities and because these pervasive behaviors are manifested in a variety of forms, EBD is one of the most misidentified disability categories (Skiba, Poloni-Staudinger, Gallini, Simmons, & Feggins-Azziz, 2006). For students with EBD, the behavior(s) they exhibit contribute to learning difficulties in multiple academic and functional areas. This chapter provides in-depth information on the common characteristics and behavioral dimensions of this population. Additionally, the in-school performance and long-term outcomes of students with EBD are discussed.
Mustian, A. and Cuenca-Sanchez, Y. (2012), "Chapter 2 Themes and Dimensions of Emotional and Behavioral Disorders", Bakken, J., Obiakor, F. and Rotatori, A. (Ed.) Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD (Advances in Special Education, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 31-49. https://doi.org/10.1108/S0270-4013(2012)0000022005Download as .RIS
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