Week 1

• Examine the historical, legal, and current perspectives regarding emotional and behavioral disorders (EBD).
• Examine the federal definition and eligibility criteria for EBD. 
• Differentiate the specific emotional disturbances and behavior disorders. 
• Investigate the etiology and prevalence of emotional and behavioral disorders. 

Week 2

• Examine the legal requirements and process for evaluating learners suspected of having EBD. 
• Examine the use of functional behavioral assessment (FBA). 
• Investigate the use of screening and other assessment instruments or tools that may be used.

Week 3

• Examine the social and emotional characteristics of learners with EBD. 
• Examine the personality and learning characteristics of learners with EBD. 
• Investigate causal factors that may lead to EBD such as biology, health issues, culture, and family. 

Week 4

• Differentiate proactive and preventive classroom management systems. 
• Analyze cognitive behavioral interventions for learners with EBD. 
• Examine the uses of applied behavior analysis (ABA), behavior intervention plans (BIP), and manifestation determination.
• Evaluate reinforcement strategies and appropriate response methods for learners with EBD.

Week 5

• Examine the principles of effective instruction for the purpose of teaching learners with EBD. 
• Explore content-specific research-based strategies for teaching learners with EBD. 
• Examine social skills instruction as part of teaching learners with EBD. 

Week 6

• Examine the differing reasons for teacher collaboration with communities, families, and colleagues. 
• Determine appropriate methods and means for communicating with the community, families, and colleagues.
• Formulate a plan for establishing and maintaining effective communication with the community, families, and colleagues.