Student Services

Annotated Descriptor for Emotionally/Behaviourally Disordered Level 2 (EBD2)

Funding Criteria

The student exhibits severe emotional/behavioural disorder(s) characterized by significant behavioural excesses or deficits which disrupt the student’s thinking, feeling, mood, ability to relate to others, and daily functioning. Beyond the emotional impact, the student’s physical, social and cognitive skills may be affected. These behaviours continue over a period of time. The student requires student specific programming and supports throughout a major portion of the school day, and ongoing formal interagency involvement.


Student Profile

Provide concrete and concise descriptions of the most recent observations, informal and specialized assessment data (including dates, roles/titles and names) and the impact this may have on student learning related to each of the following:

  • Severe incidents of behaviour (most recent types, frequency, intensity, duration)
    • Behaviours that are dangerous to self or others, out-of-control behaviours
    • Less severe behaviours
  • Describe pervasiveness (occur across living/learning environments) and/or chronic patterns (when did it start, how long has it been going on).
  • Provide information on relevant life experiences that support emotional basis for behaviours (e.g. difficult or damaging life experiences that have occurred).
  • Include any formal diagnoses (biochemical/organic and/or psychiatric) and cognitive information.
  • Describe any emotional responses that appear consistent with identified life experiences and diagnoses.

Resource Profile

  • A brief summary of the adaptations the student requires to achieve curricular outcomes or individual goals.
  • Summarize exceptional services provided to the student and/or parents by student-specific planning team members. Include nature of support (e.g. direct therapy, respite) and time spent.
    • school staff or program
    • direct clinical supports
    • mental health
    • outside supports (e.g. Child and Family Services)
  • Summarize specific interventions that has been developed to address:
    • academic needs
    • therapeutic needs (social-emotional learning, personal needs)
    • system needs (optional)