Procedures
for Confirming
Emotional Disability
Revised
August 2011
TABLE OF CONTENTS
Page No.
Section
Introduction…………………………………………………………………….……………3
Early Intervention……………………………………………………………………….…..4
Student Information…………………………………………………………………….…...5
Psychological Assessment…………………………………………………………….……..6
Evaluation IEP Team Meeting……………………………………………………….……..8
Reevaluation Procedures ………………………………………………………………….11
Conclusion…………………………………………………………………………………..12
Appendices………………………………………………………………………………….13
A.
Parent Questionnaire Supplement……………………………………………13
B.
Emotional Disability Multidisciplinary Evaluation Form……...……………..16
Part I…………..…………………………………………………………..17
Part II……..………………………………………………………………18
C.
Characteristics of Emotional Condition……………………………………...19
D.
Common Terminology………………….……………………………………..22
E.
References……………………………….……………………………………..26
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Introduction
The Procedures for Confirming Emotional Disability (Revised August 2011) are intended to
provide practical assistance to Individualized Education Program (IEP) teams when there is a
concern that a student may have an emotional disability. The procedures are designed to assist
schools as they implement early intervention problem solving and special education evaluation.
Another aim is to help reduce and eventually eliminate the disproportionate representation of
African American students identified as students with emotional disabilities. The procedures
reflect the goals of Montgomery County Public Schools (MCPS) to promote student achievement
and to provide appropriate services to students in the least restrictive environment to the greatest
extent possible.
“Emotional Disability” is defined in the Individual with Disabilities Education Act (IDEA) and
the Code of Maryland Regulations (COMAR).
An emotional disability refers to a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that adversely affects a child’s
educational performance:





An inability to learn that 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
A tendency to develop physical symptoms or fears associated with personal or school
problems
The term includes schizophrenia. The term does not apply to children who are socially
maladjusted, unless it is determined that they have an emotional disability.
The definition of emotional disability is a legal dictate. However, many leaders in assessment
research agree that the identification of emotional disability, and the subsequent determination of
the need for special education, is among the most challenging responsibilities assigned to the IEP
team. Working in a collaborative and interdisciplinary manner, the IEP team must consider a
number of possible factors that may account for the academic or behavioral difficulties (such as
motivation, environment, and culture). The team must consider issues of duration, severity, and
pervasiveness. Except when the severity of certain behaviors threaten to result in grave
consequences (e.g., suicide, injury to self or others), the team must determine that appropriate
interventions have been implemented with fidelity over time in the general education setting and
found lacking before making a final eligibility decision. There may be instances when
appropriate interventions have not been implemented and there is sufficient data to identify an
emotional condition (e.g., psychosis, major depression). Whenever there is sufficient data to
identify an emotional condition in the absence of intervention data, a psychologist’s professional
judgment may take the place of normal requirements for data demonstrating the student’s
response to intervention.
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The IEP team must use assessment information collected from multiple methods, across multiple
settings, and from multiple sources to verify that the student has been rated within the highest
level of significance on a variety of valid and reliable measures. The IEP team also must
determine that the student needs interventions that cannot be accomplished solely through
general education programming. If evidence-based interventions, which have been implemented
with integrity and over at least an eight-week period, have produced minimal positive effects on
the student's behavior or school performance, then such resistance could be evidence of the need
for special education services.
The following factors must be considered:



Severity: The behaviors of concern must significantly affect school performance, as
reflected by academic achievement, acquisition of social and emotional skills, and
interpersonal relationships within the school setting.
Effect on School Functioning: The behaviors of concern must relate specifically to
school functioning.
Response to Intervention: The behaviors of concern must continue (or, in acute
situations, are projected to continue) despite the appropriate, individualized
application of evidence-based intervention strategies provided within the general
education classroom.
When the IEP team is meeting to identify an emotional disability and eligibility for special
education services, three questions must be addressed:
1) Is there an emotional condition?
2) Does the student exhibit an emotional disability?
3) Does the student require special education?
Early Intervention
When a student is not making appropriate progress academically, behaviorally, and/or socially,
the teacher should implement typical age- and grade-appropriate evidence-based interventions.
The teacher is encouraged to consult with colleagues (e.g., special educator, counselor, English
for Speakers of Other Languages (ESOL) staff, psychologist, and others, as appropriate) to gain
further instructional suggestions. This consultation may begin informally, but should move to
the Collaborative Problem Solving (CPS) process so that effective general education
interventions can be planned and implemented. CPS usually begins with teachers consulting
with one another and with the parent to develop intervention strategies that are documented on
MCPS Form 272-10, Documentation of Interventions. If the student does not appear to make
adequate progress after the intervention, the CPS team will be expanded to include grade or
content team members, special educator, counselor, and other staff as indicated. The team will
document and collect all relevant data to determine if other issues may be contributing to the
student’s lack of adequate progress. The CPS team should address these factors, review
4
intervention plans, monitor progress, and implement additional strategies where needed. If the
student still does make adequate progress after at least four weeks of interventions, the CPS may
refer to the more formal Educational Management Team (EMT).
Teams should routinely investigate the possibility of an instructional mismatch when students are
referred, and make changes as indicated. The school team, in consultation with staff members
who have expertise in instructional strategies (e.g., reading specialists or special educators),
should conduct informal assessments to identify possible specific skill deficits and develop a
written intervention plan for the student. The intervention plan will help confirm that the
student’s inappropriate behaviors are not due to frustration stemming from being unable to
complete instructional assignments independently. If the concern raised is behavioral in nature,
the school team, in consultation with staff members who have expertise in behavior management
(e.g., a special education teacher, counselor, or school psychologist) should conduct a Functional
Behavioral Assessment (FBA) and develop a written Behavior Intervention Plan (BIP) for the
student. The FBA should identify the hypothesized function(s) of the inappropriate behaviors.
The BIP should include acceptable replacement behaviors that fulfill the same function as well as
positive behavioral supports.
Behavior intervention plans should be implemented for a minimum period of four consecutive
weeks. Data related to the BIP should be collected. The EMT should convene to monitor the
effectiveness of the plan, make adjustments to the intervention(s) as needed, and implement the
updated plan for an additional four weeks. The interventions should be employed and
documented consistently. When general education interventions that have been implemented
through CPS and EMT do not result in significant improvement and all relevant factors have
been considered, a screening IEP meeting may be scheduled.
If the psychologist determines that the student displays behavior that is endangering his or her
life or the safety of others, or if the student experiences significant emotional disruption or
trauma that is expected to have lasting impact, then the early intervention period may be
abbreviated.
For additional information, see MCPS Problem Solving for Student Success Manual.
Student Information
There are many factors unrelated to emotional disability that may result in a student failing to
make appropriate educational progress. To identify emotional disability, the school-related
problems must not be primarily attributable to visual, hearing, or motor impairments;
environmental disadvantages; learning problems; cultural differences; economic disadvantages;
language differences; frequent or extended absences from school; or multiple moves from one
school to another. The behaviors of concern also must not be primarily due to transient or
situational variables (e.g., recent parent separation or divorce, job loss), cultural or linguistic
differences, or other disabling conditions. It is important for a school team to review all such
factors before determining the need for formal evaluation. For example:
5

Students who have experienced interrupted learning by changing schools multiple times,
by being absent frequently, or by moving in or out of the country lack curricular stability.
This may lead to instructional gaps and inadequate performance on academic tasks,
which in turn may lead to behavioral difficulties.

Students who are learning English as a second language require up to two years of
exposure to English in order to acquire basic interpersonal communication skills. It may
take an additional five to seven years for cognitive/academic language competencies to
develop. These timelines, however, may be impacted by a number of factors (i.e.
background, experience, educational history, socio-economic status, and age of arrival in
the United States). Since cognitive/academic language competencies are required in
school for learning, second-language learners often lag behind their native Englishspeaking peers in academic development, even after having exited ESOL services. As
such, they may experience frustration or behavioral difficulties. However, language or
cultural issues do not, in and of themselves, preclude the identification of emotional
disability.

Students who struggle within the academic setting may suffer from physical and/or
medical conditions that get in the way of skill acquisition. Therefore, school staff should
encourage the student’s family to consult with their pediatrician on these matters. School
health services staff should check visual and auditory acuity to determine whether or not
these skills are currently within normal limits (or are being corrected or accommodated).

Students, who have experienced significant traumatic events, including those who have
suffered abuse or neglect, may not perform to their highest potential. These students
should be allowed time to heal, and educational supports should be tailored to meet their
needs. Often, these traumatic events are both acute and transient, as opposed to the longstanding nature of an emotional disability.

Students who have experienced head injuries that are not congenital, degenerative, or
related to birth trauma may demonstrate learning and/or behavior problems that mimic
characteristics of emotional disability.

Students with Autism Spectrum Disorder (ASD) may exhibit delays in communication,
social interaction, and behavior that can be misconstrued as emotional disability. If
evidence of ASD is present, school staff should determine whether the student should be
identified with autism.
Emotional Disability—Specific Procedures
Psychological
Assessment
1.
The school psychologist should address social, emotional, and
behavioral factors that interfere with the student’s functioning in
school.
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2.
The school psychologist and family should complete the Parent
Questionnaire Supplement (Appendix A) to document the history of
social, emotional, or behavioral issues as well as additional
information provided by the parents. Relevant information from this
form should be noted in the psychological report.
3.
School psychologist and/or another qualified observer must make two
direct observations of the student in at least two different settings,
although both may be school settings.
The purpose of the
observations is to determine whether the student exhibits problem
behavior at a significantly different rate, intensity, or duration than a
substantial majority of typical same-age peers. Ideally, at least one
observation will be made in a setting in which behavioral concerns
have been frequently noted and at least one will be made in a setting
in which fewer concerns have been noted.
4.
Anecdotal records collected by school staff (e.g., teachers,
administrators, counselors) over a period of time should be reviewed
to document the presence of presenting problems for a period of six
months or longer.
5.
The school psychologist should:
 Review data from the FBA, the BIP, and other data related to
the suspected emotional condition.
 Confirm that the BIP identified replacement behaviors that
fulfilled the hypothesized function of the behavior triggering
the referral.
 Address whether the positive reinforcement schedule was
sufficient to promote behavior change.
6.
The school psychologist should complete a comprehensive
psychological assessment report that includes a professional judgment
as to whether or not an emotional condition exists. The assessment
tools should include observations, student interview, behavior rating
scales completed by multiple informants and in multiple settings
(including at least one nonacademic setting), and other assessment
tools as determined necessary by the psychologist.
In general, a recent standardized intellectual assessment provides
valuable information when a student is being considered for initial
identification of an emotional disability. However, cognitive testing
may not be necessary. If the psychologist determines that an
intellectual assessment is not necessary, the psychologist should
7
explain his/her rationale for not conducting a standardized intellectual
assessment. For example, a student may have shown consistent grade
level achievement, indicating that there are no cognitive concerns.
There may also be circumstances that jeopardize the validity of
cognitive assessments, such as unwillingness or inability to participate
in the evaluation process.
7.
Evaluation
IEP Meeting
The school psychologist submits all assessment data and the draft
psychological assessment report for review by another MCPS
psychologist prior to finalizing the psychological assessment report.
Emotional Disability Multidisciplinary Evaluation Form, Part I
The school psychologist shares his or her findings with the IEP team and
completes each of the sections on the Emotional Disability Multidisciplinary
Evaluation Form, Part I (Appendix B).
Section A: Previously Identified Educational Disability—This section
provides a brief review of previously identified disabilities, and may include
disabilities that might coexist with an emotional disability. Any educational
disability currently identified must be noted.
Sections B and C: Assessed Levels and Techniques Employed—These
sections should include all assessment instruments used to make eligibility
determination decisions. They may include informal measures but must also
include norm-referenced measures (including behavior rating scales) with
appropriate reliability and validity, and adequate standardization characteristics.
Except in extreme circumstances (e.g., the student is hospitalized and cannot be
observed), the psychologist should report on direct contact with the student.
Date of administration, major standard scores and confidence intervals should
be listed. If there are questions concerning cognitive development, an
appropriate standardized instrument should be administered.
Section D: Characteristics—This section should indicate the school
psychologist’s determination of whether the student has an emotional condition
as defined by IDEA and COMAR. The student must exhibit one or more of the
characteristics of an emotional disability over a long period of time (at least six
months) and to a marked degree (frequency, duration, intensity, pervasiveness;
across two or more educational settings/environments)(see Appendix C).
The school psychologist’s signature certifies that evidence was found that the
student exhibits an emotional condition. If the school psychologist certifies the
presence of an emotional condition, the IEP team discusses adverse educational
impact and documents the information on the Emotional Disability Evaluation
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Form, Part II. If the school psychologist does not certify the presence of an
emotional condition, the case should be referred either to the CPS/EMT for
further interventions or to an IEP team for consideration of a disability other
than emotional disability.
Emotional Disability Multidisciplinary Evaluation Form, Part II
Section A: Adverse Educational Impact—Evidence of adverse impact on
educational performance may include: a decline in grades, achievement scores,
and curriculum-based measures; retention/promotion decisions; and impaired
interpersonal relationships with peers and adults at school. The behaviors must
be, or be expected to be, long standing (at least six months) and occur regularly
and often enough to consistently interfere with the student’s learning process to
a significant degree. Data are evaluated in terms of the student’s age, cultural
background, curriculum, academic environment, social and family stressors,
and medical/developmental history.
In order to confirm the presence of an emotional disability, the emotional
condition should be clearly identified as the cause of the specific school-related
behavior. For example, the team may be discussing a student who presents
with lack of motivation and physical aggression. Depression may account for
low energy levels and lack of interest in learning or interacting, but it might not
be the cause of aggressive behavior. Aggressive behavior, while socially
inappropriate, should not be labeled as emotionally disabling for educational
purposes unless it is linked to an emotional condition. Such relationships
between the emotional condition and the behaviors will need to be addressed by
the school psychologist. The school psychologist and IEP team must then
determine whether these behaviors that are attributable to an emotional
condition are significant enough to be of concern within the educational setting.
A student must meet the following criteria in order for the IEP team to confirm
adverse educational impact:



The behaviors/characteristics must be long standing (i.e., observed over
a long period of time);
They must occur regularly and often enough to consistently interfere to
a marked degree with the student’s learning process; or
They may result from an acute emotional condition, such as psychosis
or post-traumatic stress disorder, that is likely to result in long-term
impact.
Question 1: Is there evidence that, despite having received supportive
general education assistance, the student still exhibits an emotional
disorder consistent with the definition? When school staff is aware of
troubling behaviors that continue for a period of time, the problem-solving team
must implement specific interventions and strategies specifically targeting the
troubling behavior. The specificity of the strategies should be at the level of an
9
applied behavioral assessment process. If the strategies that are available in the
general education program are not successful, the need for more specialized
strategies may be indicated. Documentation should include a list of
intervention strategies attempted, FBA, BIP, behavior incentive systems,
description of staff consultations, current grades, serious incident reports, and
degree of engaged learning and functioning in the classroom.
Question 2: Is there evidence that the student’s learning process is
significantly disrupted because of an emotional condition? Evidence of
disruption in the student’s learning process can include measures of the
student’s time off task or unavailability for learning, poor classroom
performance or participation, and inappropriate social functioning. Disruption
of learning may be assessed by curriculum-based measures, state and county
assessments, observations, and serious incidents reports.
Question 3: Is there evidence that the emotional condition is not primarily
the result of physical, sensory, or intellectual deficit; lack of appropriate
instruction or management of behavior; culture; or social maladjustment?
This section would include documentation of intact physical, sensory, and
intellectual functioning (e.g., medical reports, psychological reports, and
educational reports), evidence of appropriate instruction and/or behavior
intervention plans, and attention to cultural and social factors (e.g.,
parent/family reports/questionnaires, extracurricular and community data,
identifiable peer associations).
Question 4: Is there evidence that the patterns of behavior occur in more
than one setting or class? If the student has been in the school for a period of
time, it is important to document the specific behaviors occurring in classrooms
and other school environments, their general magnitude, and frequency of
occurrence. Examples might include several teacher reports or documented
observations by administrators or other school staff. Additional information
might include parent/family and/or community reports. It is important that the
behaviors be specifically disruptive to functioning in the school setting.
Note: Only when all of these questions are answered in the affirmative should
the student be designated with an emotional disability.
Section B: Team Decision—This section should reflect whether the student
meets the criteria for an emotional disability. If the IEP team agrees that the
student meets the criteria for an emotional disability, then the IEP team should
develop an IEP to ameliorate the adverse educational impact. If the student
does not meet the criteria for an emotional disability, the IEP team can consider
eligibility for another educational disability that is supported by documentation,
or the team may request additional evaluation. Students who do not meet
criteria for an educational disability may be referred to the CPS or EMT for
additional general education interventions.
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Section C: Signatures of IEP Team Members—Team members must
complete and sign this section. Any member dissenting from the team’s
determination must attach a separate statement of his/her conclusions. When
there is a dissenting opinion, send a copy of the dissenting opinion along with a
copy of the Multidisciplinary Evaluation Form to the director of Psychological
Services.
Reevaluation Procedures: EMOTIONAL DISABILITY
Students already identified with an emotional disability:
1.
Reevaluation planning meetings should always include the school psychologist.
2.
At the reevaluation planning meeting, the IEP team should have current data (including
record review, teacher reports, progress reports on goals, and other appropriate
supplemental information) to develop appropriate diagnostic questions related to
progress, primary disability, and/or special education services/placement. Given the
dynamic nature of an emotional disability, the IEP team must question the continued
existence of the disability and the appropriateness of the program. The IEP team must
decide what additional data should be gathered (and by whom) to answer those
questions at the reevaluation meeting. The IEP team must consider current and relevant
classroom performance in addition to available standardized testing data.
3.
If there are diagnostic questions that require having an updated psychological
assessment, the school psychologist must gather current data, including direct
assessment of the student (or review of a report that includes direct assessment), to
determine the continued existence of the emotional condition. Data should include
progress made over time in general education and special education settings, as
identified in the student’s IEP.
4.
The IEP team must complete all assessments, develop written reports, and hold a
reevaluation IEP team meeting before the reevaluation determination is due.
5.
The appropriate Emotional Disability Multidisciplinary Evaluation Form must be
completed at the reevaluation determination IEP team meeting. If an emotional
condition is not confirmed, the IEP team does not complete page 2 of the Emotional
Disability Multidisciplinary Evaluation Form.
11
Students identified with another disability but the IEP team suspects emotional disability:
1.
If significant emotional and/or behavioral concerns are identified, schedule a periodic
review meeting. The team should analyze the data, complete a FBA, and develop and
implement an appropriate BIP.
2.
After implementing the BIP for four consecutive weeks, the IEP team shall conduct a
periodic review and discuss progress on the intervention plan. The team should make
appropriate adjustments to the plan and implement the updated plan for an additional
four weeks while documenting the student’s response to the intervention(s).
3.
If the data documents resistance to the intervention(s), then screening data should be
collected/updated and presented at a reevaluation planning meeting to determine the
need for further assessments. If the student displays behavior that is endangering his or
her life or the safety of others, or the student experiences markedly significant
emotional disruption or trauma that is expected to have lasting effect, the intervention
period may be abbreviated.
4.
If the IEP team suspects an emotional disability, further assessments are needed. Then
the IEP team must complete all assessments and hold a reevaluation IEP team meeting
within 90 calendar days of the referral for reevaluation.
Conclusion
The task of identifying a student with an emotional disability under IDEA presents unique
challenges to school teams. Best practice procedures have changed over time to reflect the
philosophy of educating students with disabilities in the least restrictive environment, to update
assessment practices, and to address the disproportionate identification of African American
students with emotional disabilities. The purpose of these procedures is to clarify expectations
for early intervention and assessment for students with emotional and behavioral concerns. It is
hoped that a focus on collaborative problem solving and early intervention that successfully
addresses other mitigating factors will enable school teams to conduct thorough and wellreasoned analyses of students’ strengths and needs, and ultimately will result in success for every
student.
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APPENDIX A
PARENT QUESTIONNAIRE SUPPLEMENT
13
Office Of Special Education and Student Services
MONTGOMERY COUNTY PUBLIC SCHOOLS
Rockville, Maryland 20850
PARENT QUESTIONNAIRE
SUPPLEMENT
Confidential
For Administration by School Psychologist
Note: This is additional information to be considered by the school psychologist when an
emotional disability is suspected. Information may generate hypotheses to be tested in the
context of other data. Given the sensitive nature of the questions, this questionnaire is
intended to be administered in person with the informant.
Student Name: _______________________ Student ID#: ____________ Date: _________
Date of Birth: ______________ School: ______________________
Grade:________
Informant:___________________________________________________________________
Name
Relationship to Student
1. Have there been any changes in family structure or relationships, such as divorce or a death
in your family?
Comments
2. Have there been significant or upsetting experiences for your child either in school and/or at
home?
Comments
3. Has there been a significant change in residence or the economic status of your family?
Comments
4. Have any members of your family had psychological or psychiatric problems or received
mental health services?
Comments
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5. Has your child experienced significant losses, such as the death of a loved one, break-up of a
romantic relationship, or loss of pet?
Comments
6. Has your child, or any member of your family, experienced any medical traumas,
hospitalizations, or serious illnesses?
Comments
7. Is there any evidence of alcohol or drug use/abuse by your child or any member of your
family?
Comments
8. Has your child experienced any traumatic episodes, such as a suicide attempt, sexual or
physical abuse, violence, or a serious accident?
Comments
9. Has your child or any member of the family ever had adjudicated or been involved in the
juvenile justice system or social service agencies?
Comments
10. Describe your child’s peer relationships with other siblings and peer relationships within the
community.
11. Please feel free to add any other information that you think is important in understanding this
child.
Form completed by:
_____________________________________________________________________________
Name
Title
15
APPENDIX B
EMOTIONAL DISABILITY
Multidisciplinary Evaluation Form, Parts I & II
16
17
18
APPENDIX C
CHARACTERISTICS OF EMOTIONAL CONDITION:
SAMPLE BEHAVIORS
19
Characteristic Behaviors Observed Among Students Identified With An
Emotional Condition
1.
An inability to learn that cannot be explained by intellectual, sensory, or other health
factors.




Disorganized thinking or reasoning
Incoherent or markedly loose associations
Hallucinations or delusions that interfere with learning
Disturbed or unclear awareness of reality, such as not being able to distinguish
reality from fantasy
 Very inconsistent behavior pattern in the classroom
 Highly resistant to interventions
2.
An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.







3.
Significant interpersonal difficulties occurring across multiple settings and with a
variety of individuals
No friends at school or in the community
May build relationships but cannot maintain them
Excessively shy, intense, and constricted in relationships
Extremely withdrawn or fearful of teachers and peers
Unable to interact in organized games or activities
Excessively and routinely aggressive (verbal and/or physical aggression) with
teachers and peers.
Inappropriate types of behaviors or feelings under normal circumstances.









Bizarre or psychotic behavior, such as hallucinations, delusions, preoccupations,
compulsions, or severe mood swings
Lack of appropriate fear reactions
Flat, blunted affect or distorted, excessive affect
Self-mutilation and/or suicidal ideation or behaviors
Unexplained euphoria or manic behaviors
Unexplained rage reactions or violent temper tantrums
Odd or inappropriate laughing or crying
Extreme, unprovoked aggression, such as physical attacks upon others or property
Unusual and unprovoked sexual verbalizations or behaviors (e.g., public
masturbation; attempts to fondle others).
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4.
A general pervasive mood of unhappiness or depression.








5.
Feelings of worthlessness, hopelessness, self-reproach, or inappropriate guilt
Blunted affect or lack of emotional responsiveness
An irrational increase in anxiety, fearfulness, or apprehension
Prolonged periods of crying
Recurrent thoughts of death, death wishes, or suicidal ideation or behaviors
Poor appetite or significant weight loss when not dieting or significant weight gain
Depressed affect
Self-destructive ideas or behavior, such as destroying property or schoolwork.
A tendency to develop physical symptoms or fears associated with personal or school
problems.





Symptoms of physical disorder without conscious control
Incapacitating feelings of anxiety or panic
Severe phobic reactions
Persistent, incapacitating, and irrational fears of particular objects, activities,
individuals, or situations
Intense fears or irrational thoughts related to separation from parent(s).
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APPENDIX D
COMMON TERMS—EMOTIONAL DISABILITY
22
COMMON TERMINOLOGY
The following common terms with descriptors may be used as a guide to assist the IEP team
when screening for the educational disability of emotional disability.
Externalizing Factors:
Aggression is an intentional hostile action against a person or object. Aggression can be either
verbal or physical. Verbal aggression includes teasing, taunting, threatening, humiliating, or
extortion. Physical aggression includes physical attack or intimidation, and assault and battery
with or without a weapon. Aggression can also include the violation of physical space with the
clear intent to harm another person or thing. Aggression to self means any self-injurious
behavior or self-mutilation.
Oppositional Behavior is defiance or resistance toward authority figure(s) and/or established
norms or rules. These behaviors represent persistent violations of school rules and procedures
and may be non-compliant, argumentative, passive-aggressive, or disruptive. The essential
characteristic is the provocative resistance to people in authority.
Social Reciprocity and Empathy refer to social and emotional skills. In the maladaptive
instance, the student may not seek comfort or encouragement that is available from other people,
including friends, family, peers, or community groups. The student’s social skills are used to
meet the immediate needs of the individual, regardless of the negative impact it may have on
others. The student may display social callousness and may not take responsibility for behavior,
including the failure to exhibit remorse, caring, or compassion. He or she also routinely tends to
disregard general societal rules. This category does not refer to autism spectrum disorders or a
profound intellectual disability.
Internalizing Factors:
Unhappiness is a despondent mood that may be experienced as self-critical, pessimistic,
lethargic, melancholy, gloomy, and dejected. Crying episodes and/or seething anger may be
experienced.
Anxiety is an affective component (mood) with both a psychological and physical basis.
Generally, it involves an unpleasant emotional state accompanied by physiological arousal and
the cognitive elements of apprehension, guilt, and a sense of impending disaster. It is
distinguished from fear, an emotional reaction to a specific or identified object. Anxiety can be
either generalized or specific. Anxiety may manifest itself in the form of nail biting, hair pulling
or twirling, scratching, fidgeting, nervous tics, or picking at skin or clothing.
Illogical Reasoning refers to irrational verbal or nonverbal expressions that appear to have no
basis in reality. They may involve bizarre comments or preoccupation with morbid and violent
themes. Feelings or perceptions of impaired body image may accompany illogical thinking.
23
Withdrawal is physical or emotional isolation or avoidance of social contact with peers.
Withdrawal is frequently considered symptomatic when there has been marked change in the
student's behavior. For example, a student, who was once social and outgoing, begins to limit
his/her contact with peers or adults.
Insight to Problem is the ability or art of communicating an awareness of the presenting
problem(s) or a willingness to seek and respond to peer’s or authority’s guidance.
Suicidal Statement/Gesture reflects clear and/or ambiguous statements or behaviors suggesting
a desire to kill oneself.
Additional Factors:
Variability of Moods refers to significant and abrupt changes in mood. Mood can shift from
one place on a continuum to the next without appropriate sequence or response to stimuli.
Moods can sometimes be extreme, for example, euphoria, irritability, sullenness, agitation,
sulkiness, hostility, suspiciousness, explosive temper, sadness, and crying.
Social Skills are behaviors that do or do not meet social expectations based on universal
developmental principles of physical maturation, cognitive development, or psychosocial
progression. In the maladaptive instance, in spite of the best intentions of the student, social
skills are not available to facilitate more successful interactions. Maladaptive behaviors could
include poor judgment, regressive behavior such as thumb sucking, self-defeating behavior,
inappropriate comments, and lack of ability to perceive social cues.
Physical Complaints are expressions of physical problems or discomforts that are
psychologically based. For example, although medical or physical causes have been ruled out,
the student may complain excessively of headaches, stomach problems, and other symptoms.
Leadership is the demonstrated ability to organize an individual or group toward a goal. It
involves a willingness to help or support others through some code of belief or moral reasoning.
Frequently, there is evidence of a willingness to help or support others through common
courtesy, such as assisting peers in conflict and deferring to others.
Motivation is an internal or external arousal or condition that appears by inference to initiate,
activate, or maintain a student's goal-directed behavior. Motivation involves factors that arouse,
maintain, and channel behavior toward task completion. For example, a young child may be
motivated (i.e., encouraged) by external conditions and/or tangible reinforcements, whereas an
older child might be developing a sense of internal arousal (motivation) through intrinsic rewards
such as a sense of accomplishment when completing tasks.
Self-efficacy refers to a student’s belief that he or she can successfully engage in and execute a
specific behavior such as task completion or mastery of a task. Self-esteem can be
communicated verbally or nonverbally through expressions or behaviors that indicate how a
person feels regarding his/her own self-worth. There can be a distinct difference between the
real self and ideal self. The real self refers to one’s actual state of being, while the ideal self
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refers to what one would like to be. Self-esteem is the judgment people make about their own
worth.
Substance Abuse involves a documented history of use of illegal substances (i.e., intoxicants,
controlled substances) or misuse of prescription medications. Documentation may include proof
from parents, hospitalization for substance abuse, or court records.
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APPENDIX E
References
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References
Grimes, J., & Thomas, A. (2008). Best Practices in School Psychology V. Bethesda, MD:
National Association of School Psychologists.
U.S. Department of Education. Individuals with Disabilities Education Improvement Act of 2004
(Public Law 108-446).
Code of Maryland Annotated Regulations (COMAR) Section 300.8 (c)(4). Maryland State
Department of Education.
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