[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585452-105":59,"doc-detail-585452-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","guidelines-for-serving-students-with-emotional-disturbance-in-educational-settings","Guidelines for Serving Students with Emotional Disturbance in Educational Settings","","Guidelines for serving students with emotional disturbance in educational settings, developed with participation from a state task force and aligned to federal IDEA regulations. The document introduces purpose and definitions, explains identification using criteria and time/degree requirements, and distinguishes clinical versus educational identification while addressing comorbidity and common challenges. It outlines screening and early intervention using MTSS, and details the identification process for ages 3–21, including referral, multidisciplinary teams, and evaluation procedures and tools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guidelines-for-serving-students-with-emotional-disturbance-in-educational-settings/585452/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guidelines-for-serving-students-with-emotional-disturbance-in-educational-settings/585452.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the document’s purpose regarding emotional disturbance services?","Question",{"text":112,"@type":113},"It provides guidance for serving students with emotional disturbance in educational settings, including definitions, identification criteria, and related screening and evaluation processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the guideline explain identifying emotional disturbance?",{"text":117,"@type":113},"It describes a step-based identification approach that considers whether the student shows the five defining characteristics over time and to a marked degree, and whether educational performance is adversely affected.",{"name":119,"@type":110,"acceptedAnswer":120},"What screening and early intervention framework is emphasized?",{"text":121,"@type":113},"The document emphasizes screening and early intervention through a Multi-Tier System of Support (MTSS), including systematic screening for emotional and behavioral problems.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585452,1792109848,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SPECIAL EDUCATION IN NORTH DAKOTA  \nNorth Dakota Department of Public Instruction  \nKirsten Baesler, State Superintendent Office of Special Education  \n600 E. Boulevard Ave. , Dept. 201  \nBismarck ND 58505-0440  \n701-328-2277 (voice)  \n701-328-4920 (TDD)  \n701-328-4149 (Fax)  \nGuidelines for Serving Students with Emotional Disturbance in Educational Settings  \nUnited States Department of Education, Office of Special Education Programs (OSEP)  \nThe Department of Public Instruction appreciates the time and effort spent by the task force members in contributing to the development of this guidance document.  \nTASK FORCE MEMBERS  \nFacilitators:  \nValerie Bakken and Bill Johnson Stacey Dailey  \nDr. Lori Garnes  \nDeb Keller  \nTricia Lang Vicki Peterson  \nTamara Waters-Wheeler  \nTim Eissinger Lisa Goldade  \nSenator Joan Heckaman Marcia Martin  \nJolene Schue Jesse Krieger  \nSpecial Note  \n“Unless otherwise specified, citations to “section” or “sec.” are citations to federal regulations implementing IDEA found in the Code of Federal Regulations at 34 CFR Part 300, which consists of 34 CFR secs. 300.1 through 300.818 and appendices A through E.”  \nNOTICE OF NON-DISCRIMINATION  \nNORTH DAKOTA DEPARTMENT OF PUBLIC INSTRUCTION  \nThe Department of Public Instruction does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. For inquiries regarding nondiscrimination policies, please contact: Robert Marthaller, Director of School District Support Services, Department of Public Instruction, 600 E Boulevard Avenue, Dept 201, Bismarck, ND 58505-0440, 701-328-2267.  \nEqual education opportunity is a priority of the ND Department of Public Instruction. Publication Date: 9/26/2016 Cover artwork: Google Images-NHS West Kent  \nTable of Contents  \nSection I. Introduction and Purpose of the Guidelines ............................................... 5  \nIdentification Rates vs. Prevalence Rates ....................................................................................................................................... 5  \nOutcomes for Students with Emotional Disturbance ................................................................................................................ 6  \nSection II: What is an Emotional Disturbance?.............................................................. 6  \nEducational Definition of Emotional Disturbance ...................................................................................................................... 7  \nThe Challenge of Identification: Defining the Criteria for Objective Application.......................................................... 8  \nStep 1: Has the student been exhibiting any of the five characteristics that define the condition? ..................... 9  \nStep 2: Has the student been exhibiting any of the five characteristics that define the condition for a long period of time and to a marked degree?...................................................................................................................................................... 14  \nStep 3: Is the student’s educational performance adversely affected?............................................................................14  \nClinical Versus Educational Identification of Emotional Disturbance .............................................................................17  \nComorbidity and Emotional Disturbance ..................................................................................................................................... 18  \nChallenges when Educating Students with Emotional Disturbance .................................................................................18  \nSummary: What Is an Emotional Disturbance?.......................................................................................................................... 19  \nSection III: Screening and Early Intervention ....................................","cbCaiqpuNW5mVDuQ","https://ap.wps.com/l/cbCaiqpuNW5mVDuQ","pdf",1861674,77,"English","# Section I. Introduction and Purpose of the Guidelines\n## Identification Rates vs. Prevalence Rates\n## Outcomes for Students with Emotional Disturbance\n# Section II: What is an Emotional Disturbance?\n## Educational Definition of Emotional Disturbance\n## The Challenge of Identification: Defining the Criteria for Objective Application\n## Step 1: Has the student been exhibiting any of the five characteristics that define the condition?\n## Step 2: Has the student been exhibiting any of the five characteristics that define the condition for a long period of time and to a marked degree?\n## Step 3: Is the student’s educational performance adversely affected?\n## Clinical Versus Educational Identification of Emotional Disturbance\n## Comorbidity and Emotional Disturbance\n## Challenges when Educating Students with Emotional Disturbance\n## Summary: What Is an Emotional Disturbance?\n# Section III: Screening and Early Intervention\n## Purpose\n## Multi-Tier System of Support (MTSS) and Screening Efforts\n## Systematic Screening for Emotional and Behavioral Problems\n## Summary: Screening, Early Intervention, and MTSS\n# Section IV. The Identification Process for Students Ages 3-21\n## The Referral Process\n## Multidisciplinary Teams\n## Student Profile: Evaluation","[{\"question\":\"What is the document’s purpose regarding emotional disturbance services?\",\"answer\":\"It provides guidance for serving students with emotional disturbance in educational settings, including definitions, identification criteria, and related screening and evaluation processes.\"},{\"question\":\"How does the guideline explain identifying emotional disturbance?\",\"answer\":\"It describes a step-based identification approach that considers whether the student shows the five defining characteristics over time and to a marked degree, and whether educational performance is adversely affected.\"},{\"question\":\"What screening and early intervention framework is emphasized?\",\"answer\":\"The document emphasizes screening and early intervention through a Multi-Tier System of Support (MTSS), including systematic screening for emotional and behavioral problems.\"}]","Guidelines for Serving Students with Emotional Disturbance in Educational Settings | PDF",1792054788,194]