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Spe 513

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Casual Factors of an EBD Student: Implications and Possible Mitigation
MCP
Grand Canyon University: SPE 513
3-19-12

To have success in the development of interventions and preventions of EBD, we must be able to identify and understand the cause of Emotional and Behavioral Disorder (EBD). Research has not shown just one factor or cause of EBD but there are many factors that are casual risk factors that seem to go on. These risk factors can be external or internal. The external factors are school, family, culture. The internal would be biological. These risk factors effect children differently because of their developmental stage. All of these factors whether it is external or internal increase the risk of emotional and behavioral problems. If a child is exposed to many of these factors then this is when the EBD behaviors will show it’s self whether in school, biologically, or family.

Many students with EBD display learning and behavioral problems that make teaching them effectively in instruction difficult (Kauffman, 2005). When a student is in a class where the instruction is not being effectively instructed, an EBD student will tend to make much less academically then their peers. The EBD student may have a deficits of learning and behavior problem and the instructor cannot provide adequate instruction and the EBD student may need intensive remediation. An EBD student may show aggressive behavior or a lack of motivation and all these things adds to the instructor or teacher not being able to provide instruction. For example, a teacher who is unskilled in showing students’ individual differences may create an environment wherein aggression, frustration, and withdrawal or common attitudes in the class. But, teachers who are skilled at managing classroom behavior or making up lessons to show the diversity within the class usually can...

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