Great emphasis is, for example, placed upon the emotional factors implied in the definition, while the educational factor is somewhat underemphasized. This means that children suffering from behavior or emotional disturbances will not be eligible for special education services unless this is also affecting their academic performance. This separation of issues can result in severe difficulties for these children later in life. On the other hand, if such children do receive the special education attention they need, they can learn to not only adjust to and interact with their social situation in a more acceptable way, but also to adjust to new educational environments in an effective manner. What is needed is therefore an integrated approach towards the difficulties experienced by children with EBD. This is what the above-mentioned SPED team would be assembled to accomplish. The fact that a multiplicity of relationships with these children are implied by the professions and expertise of the team members will help to form a more uniform, integrated way of defining EBD itself, and diagnosing those suffering from the disorder. In this way, solutions can also be obtained in a more integrated manner, where there is a recognition that, although children might not currently suffer academically as a result of their condition their future careers may be in jeopardy because of their emotional and psychological issues.

In order to resolve the situation, I would therefore draw upon the various areas of expertise represented within the team to construct an integrated set of steps to diagnose children with EBD, consult with the parents and carers involved with such children, and construct ways to address all the issues they face, whether socially, psychologically or educationally. The solutions obtained in this way can then be used as a platform for further development, as well as to help other educational institutions struggling with these issues.

Within the psychological setup, Joughin (2006, p. 26) suggests that cognitive behavioral therapies can be an effective...

Importantly, these therapies can be directly related to educational skills such as problem solving, collaborative learning, and critical thinking. This can then be directly integrated into the classroom via activities such as those suggested by Ryan, Pierce and Mooney (2008, p. 26), such as cross-age tutoring, peer tutoring, and peer-assisted learning. By working together, these children can then learn to effectively interact with their classmates and educators, while also learning to think critically and control their behavior.
Conclusion

In conclusion, there is no denying that the current system of defining and assisting children suffering from EBD in the classroom leaves much to be desired in terms of effective solutions. The only way to obtain clearer definitions for these children and the issues they face is to work from an integrated platform, with the involvement of various educators, therapists and other interested parties such as administrators and parents.

It is only when working together that these persons can obtain ways to effectively help children suffering from EBD to integrate with their current and future educational and professional worlds. If they are not helped early in their careers, this could cause great difficulties for them in the social and professional context.

References

Joughin, C. (2006, Sept.) Cognitive behaviour therapy can be effective in managing behavioural problems and conduct disorder in pre-adolescence. What Works for Children group: Evidence Nugget. Retrieved from: http://www.whatworksforchildren.org.uk/docs/Nuggets/pdfs/CBT%20nugget.pdf

Martines, D. (2007). Emotionally and Behaviourally Disturbed: Diagnostic Concerns. The Praeger Handbook of Special Education edited by Alberto Bursztyn.

Ryan, J.B., Pierce, C.D. And Mooney, P. (2008). Evidence-Based Teaching Strategies for Students With EBD. Beyond Behavior, Spring. http://www.ccbd.net/documents/bb/bebe-17-03-22.pdf