Premium Essay

Casual Factors Regarding Ebd Students

In:

Submitted By reneedalton
Words 1239
Pages 5
Casual Factors Regarding EBD Students
Renee’ A. Dalton
Grand Canyon University
December 20, 2015

Causal Factors Regarding EBD Students
Recognizing and comprehending the foundation of Emotional and Behavioral Disorder (EBD) helps in when attempting to come up with a plan that will produce a positive educational outcome. Studies have not been able to prove that a particular issue or thing causes EBD. However, there are several certain risk factors that are associated with EBD. Biological (internal) school and culture (external) factors are risk factors. These factors all cause some sort of risk in the EBD student (Yell, Meadows, Drasgow & Shriner, 2013).
Internal risk factors include all facets of a child’s individuality whereas family, school and culture all make up the student’s external risk factors. Of course, each of these risk factors will have a unique influence on the student. The aforementioned risk factors encourage the probability of potential behavioral and/or emotional issues. The more risk factors a child has, the more it increases the chances of the child showing signs of EBD (Yell, et al, 2013).
Biological risk factors either have to do with the body and/or the mind. Therefore, cognitive shortfalls, being hyperactive, and not being able to concentrate are all biological risk factors. Cognitive shortfalls have the potential to bring about problem-solving skills, inadequate social skills and behavioral digression (Yell, et al, 2013). On the other hand, being hyperactive makes it almost impossible for students to participate in conversations and follow instructions given to them by the teacher.
The child’s school community is a definite risk factor for students struggling with EBD. The school is a breeding ground for inappropriate behaviors. When a student is bullied, ignored or harassed within the school community, they will act out. In

Similar Documents

Free Essay

Student Observation of Teachers Occupational Stress in Cmulhs

...Student Observation of Occupational Stress in teachers of Central Mindanao University Laboratory High School A Thesis Proposal Presented to the Faculty of the P.E Department School of the Central Mindanao University In Partial Fulfillment Of the Requirements for the P.E 75 Research in Physical Education By: Bustos, Fairy Vie M. Encarnacion, Jay I. Estopil, Jhon Roy A. Tanque, Ailyn July 31, 2013 INTRODUCTION Stress is the abnormal reaction that the organism displays against treating environmental elements. Stress, which is a general term used for pressure that people are exposed to in life and may be defined as the individual harmony effort that the person displays against a stimulant which has excessive psychological and physical pressure on the person. When a person feels insufficient in dealing with demands and challenges faced in life, she/he experiences stress. Being harmed by this situation or taking advantage it mainly depends on the person because stress may either be a factor threatening the organism physically or psychologically or a power which gives energy in dealing with life. Sources of stress may be classified as individual, organizational and outside of organization or it is possible to divide them into two groups as individual and organizational components. Organizational stress, which is also called professional stress, is the interaction between working conditions and the working person in environments in which the work demand exceeds...

Words: 3798 - Pages: 16

Free Essay

Chapter 3 Selecting and Using Assessments

...CHAPTER 3 SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are...

Words: 27525 - Pages: 111

Premium Essay

Mr. Khan

...National Bank of Pakistan [pic] Maryam Naeem MC080202354 MBA (HRM) Session-Feb 2008-Feb 2010 Submission Date: March 22, 2010 Virtual University of Pakistan [pic] Letter of Undertaking Internship Certificate: Dedication I dedicate this effort to my dear Grand Maa (Late) whose prayers made me able to reach where I am today. Thanks Amma! Acknowledgement “IN THE NAME OF ALLAH, THE MOST GRACIOUS AND MERCIFUL, THE BENEFICENT” first of all I would like to bend over my head in front of ALMIGHTY ALLAH. It was HE who direct me in every stage of my life, and who bestow me with capability to accomplish the best and helped me to conquer every attempt and difficulty I faced during my journey of getting professional education at VU. At this important moment of my life when I completed my last project, I am feeling a sense of relief and sadness at the same time, relief for having completed my MBA program and sadness for leaving an institution, which has given me so much. I am great full of all my instructors of Virtual University who have taught me very well. My report will remain incomplete if I do not mention the people who helped me in completing this work but honestly speaking there is an unending list of persons who helped me in completion of my professional education...

Words: 19049 - Pages: 77

Premium Essay

Cat Practice Paper

...THE PRINCETON REVIEW CAT SAMPLE PAPER 1 INSTRUCTIONS – Please read these carefully before attempting the test 1. 2. This test is based on pattern of previous years’ CAT papers. There are three sections. Section 1- English & Reading Comprehension (50 questions) Section 2- Quantitative Ability & Data Interpretation (50 questions) Section 3- Data Interpretation & Data Sufficiency (50 questions) The total time allotted is 2 hours exactly. Please note your start time and end time on the answer sheet. Do not take more than 2 hours, or you will get a wrong assessment. Please fill all the details, as asked on top of the answer sheet. Please try to maximize your attempt overall, but you need to do well in all sections. There is 1 mark for every right answer and 0.25 negative mark for every wrong one. There is no sectional time limit. Since it is a time constrained test and you have 2 hours, and all questions carry equal marks, please do not get stuck on any question, move fast to try and do easier ones. Please do all scratch work on paper only, no extra sheets to be used. Put all your answers on the answer sheet. Relax. You are competing against yourself. 3. 4. 5. 6. 7. 8. 9. 10. The Princeton Review CAT sample paper 1 SECTION I Number of Questions: 50 DIRECTIONS for Questions 1 to 5: In each of the questions, four different ways of presenting an idea are given. Choose the one that conforms most closely to standard English usage. 1. A. We are forced to fall...

Words: 21584 - Pages: 87