|  | | Emotional and Behavior Disorders Criteria | | MN Rule 3525.1329
Eligibility Criteria
A student is eligible
and in need of special education and related services for an emotional
and behavioral disorder when the pupil meets the criteria in items A to
C.
A. A student must demonstrate an established pattern of
emotional and behavioral responses that is described in at least one of
the following subitems and which represents a significant difference
from peers:
(1) Withdrawn or anxious behaviors, pervasive
unhappiness, depression, or severe problems with mood or feelings of
self-worth defined by behaviors, for example: isolating self from
peers; displaying intense fears or school refusal; overly
perfectionistic; failing to express emotion; displaying a pervasive sad
disposition; developing physical symptoms related to worry or stress;
or changes in eating or sleeping patterns;
(2) disordered
thought processes manifested by unusual behavior patterns, atypical
communication styles, or distorted interpersonal relationships, for
example: reality distortion beyond normal developmental fantasy and
play or talk; inappropriate laughter, crying, sounds, or language;
self-mutilation, developmentally inappropriate sexual acting out, or
developmentally inappropriate self-stimulation; rigid, ritualistic
patterning; perseveration or obsession with specific objects; overly
affectionate behavior towards unfamiliar persons; or hallucinating or
delusions of grandeur; or
(3) aggressive, hyperactive, or
impulsive behaviors that are developmentally inappropriate, for
example: physically or verbally abusive behaviors; impulsive or
violent, destructive, or intimidating behaviors; or behaviors that are
threatening to others or excessively antagonistic. The pattern must not
be the result of cultural factors, and must be based on evaluation data
which may include a diagnosis of mental disorder by a licensed mental
health professional.
B. The student’s pattern of emotional and behavioral responses adversely affects educational performance and results in:
(1)
an inability to demonstrate satisfactory social competence that is
significantly different from appropriate age, cultural, or ethnic
norms; or
(2) a pattern of unsatisfactory educational progress
that is not primarily a result of intellectual, sensory, physical
health, cultural, or linguistic factors; illegal chemical use; autism
spectrum disorders under part 3525.1325; or inconsistent educational
programming.
C. The combined results of prior documented
interventions and the evaluation data for the student must establish
significant impairments in one or more of the following areas:
intrapersonal, academic, vocational, or social skills. The data must
document that the impairment:
(1) severely interferes with the student’s or other students’ educational performance;
(2)
is consistently exhibited by occurrences in at least three different
settings, including two educational settings, one of which is the
classroom, except for children not yet enrolled in kindergarten, and
either the home, child care, or community settings; and
3.14
(3)
has been occurring throughout a minimum of six months, or results from
the well-documented, sudden onset of a serious mental health disorder
diagnosed by a licensed mental health professional.
D. The evaluation findings in subpart 2a must be supported by current or existing data from:
(1) clinically significant scores on standardized, nationally normed behavior rating scales;
(2) individually administered, standardized, nationally normed tests of intellectual ability and academic achievement;
(3) three systematic observations in the classroom or other learning environment;
(4) record review;
(5) interviews with parent, student, and teacher;
(6) health history review procedures;
(7) a mental health screening; and
(8) a functional behavioral assessment.
The
evaluation may include data from vocational skills measures;
personality measures; self-report scales; adaptive behavior rating
scales; communication measures; diagnostic assessment and mental health
evaluation reviews; environmental, socio-cultural, and ethnic
information reviews; gross and fine motor and sensory motor measures;
or chemical health assessments.
E. Children not yet enrolled in
kindergarten are eligible for special education and related services if
they met the criteria listed in subpart 2a, items A, B, and C, subitems
(2) and (3). The evaluation process must show developmentally
significant impairments in self-care, social relations, or social or
emotional growth, and must include data from each of the following
areas: two or more systematic observations, including one in the home;
a case history, including medical, cultural, and developmental
information; information on the student's cognitive ability, social
skills, and communication abilities; standardized and informal
interviews, including teacher, parent, caregiver, and child care
provider; or standardized adaptive behavior scales.
Contact Elementary:
Elem Tom Howard 293-8923 ext.105 Tom.Howard@spps.org
Contact Secondary:
Kathleen Nilles 293-8923 ext. 131 KATHLEEN NILLES@spps.org
Richard Campbell 293-8923 ext.130 richard.campbell@spps.org
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