Multi-Tiered Assessment in the Identification of Students with Emotional and Behavioral Disorders (EBD): Why Early Intervention Matters

Abstract

This paper examines the unfortunate circumstances regarding the education of students with significant emotional and behavioral problems. Students that are at risk or identified as having an emotional or behavioral disorder face the bleakest outcomes when compared to any other disability category. A comprehensive discussion on the identification and eligibility of emotional and behavioral disorder is presented, including implications, student outcomes, components of a Multimethod Assessment, and the use of Multi-Tiered System of Support. Best practice for school psychologists are discussed in the areas of assessment, Multi-Tiered System of Support, and the collaboration with school staff, parents, and other professionals.