Ebd Intervention

Students with emotional behavior disorders (EBD) represent those whose didactic achievement is affected by some form of inappropriate behavior (Falk, Lane, Wehby, 2003). According to Kauffman, Landrum and Tankersley, (2003) students tend to depict high rates of inapt behavior and low rates of positive behavior as well as difficulties with academics that may be related to their behavioral extremities. They may also exhibit difficulties in social relationships with peers and adults. Nevertheless, Cushing, Dunlap and Fox (2002) suggest that early intervention can result in positive outcomes for children exhibiting challenging behavior. Students with EBD frequently disrupt the classroom with negative behaviors. This behavior has been said
Kauffman et al (2003) argues that social skills interventions must be based on several individual specific behaviors including promoting skill attainment, improving skill performance, removing challenging problem behaviors and aiding simplifications. However, interventions that are most acceptable to teachers and likely to be implemented with integrity include those that are easy to employ, not ill-timed, positive, teacher effective, and compatible with the circumstance in which the intervention will be used (Kauffman et. al
Its main focus is to support and empower the family as a whole and utilize the Individualized Family Service Plan (IFSP) through IDEA to follow through and maintain the important steps of the process (Cushing et al., 2002). The relationship between the family and the professional(s) is important because families rely on the support, respect and knowledge of those professionals. Professionals also rely on the family, as they serve as essential participants in the process and may become the most important aspect in the involvement