Students with EBD typically exhibit difficulties in controlling their emotions, academic difficulties, and social skills deficits, but they do not typically exhibit typical development.

The primary goal of an FBA is to determine the underlying causes of the student's behavior, such as environmental factors, triggers, and consequences.

Exclusion from school is not a common intervention strategy for students with EBD, as it can be counterproductive and lead to further behavioral problems.

The teacher plays a crucial role in supporting students with EBD by providing academic instruction, emotional support, and behavior management.

A BSP for a student with EBD should not include punishment strategies, as these can be counterproductive and lead to further behavioral problems.

The purpose of a BIP is to develop a behavior support plan that outlines specific strategies and interventions to address the student's behavioral needs.

Time-out is not a common type of positive reinforcement strategy, as it involves removing the student from a positive situation.

The parent/guardian plays a crucial role in supporting a student with EBD by providing emotional support, behavior management, and communicating with the school.

Punishment is not a common type of behavior modification strategy used with students with EBD, as it can be counterproductive and lead to further behavioral problems.

The school plays a crucial role in supporting students with EBD by providing academic instruction, emotional support, and behavior management.

Benzodiazepines are not a common type of medication used to treat students with EBD, as they can be addictive and have sedative effects.

The community plays a crucial role in supporting students with EBD by providing resources and services, emotional support, and job opportunities.

Behavior modification is not a common type of counseling used with students with EBD, as it is a type of intervention strategy rather than a counseling approach.

The student plays a crucial role in supporting their own emotional and behavioral needs by being aware of their own triggers and behaviors, using coping mechanisms, and communicating their needs to others.

Achievement tests are not a common type of assessment used to evaluate students with EBD, as they are not designed to assess emotional and behavioral problems.