CCBD Core SurveyCCBD Core Survey

1. The Council for Children with Behavioral Disorders (CCBD) is in the process of studying critical issues related to the organization’s core advocacy, professional development, publication, and member support functions.

We want to be certain that we are attending to the issues that are of greatest concern to our members, and that we are not spending time and resources on issues which are better handled by other professional associations at this time. In other words, are we overly focused, just about right, or spread too thin?

In Phase One of this study, over 80 interviews were conducted across strata representing individuals who work on behalf of students who might be classified as Emotionally/Behaviorally Disordered (E/BD). The information gathered through those interviews was used to generate the following survey, which is Phase Two of this study.

During Phase One, we learned that students with a range of diagnoses are served as E/BD, but that many special education students who exhibit signs of emotional or behavioral problems are not served under the classification E/BD (e.g. their teachers and advocates identify with the category “autism spectrum” or “learning disability” instead of “E/BD” ) Also, there are students who do not receive special education services who appear to have emotional problems.

From your current personal perspective, who are the students that should be the focus of CCBD’s concerns? Please rank each of the following groups :

	Primary focus	Secondary focus	Peripheral attention	Not a focus group for CCBD
The approximately 1% of students eligible for special education services in the exceptionality area of emotional disturbance	*The Council for Children with Behavioral Disorders (CCBD) is in the process of studying critical issues related to the organization’s core advocacy, professional development, publication, and member support functions. We want to be certain that we are attending to the issues that are of greatest concern to our members, and that we are not spending time and resources on issues which are better handled by other professional associations at this time. In other words, are we overly focused, just about right, or spread too thin? In Phase One of this study, over 80 interviews were conducted across strata representing individuals who work on behalf of students who might be classified as Emotionally/Behaviorally Disordered (E/BD). The information gathered through those interviews was used to generate the following survey, which is Phase Two of this study. During Phase One, we learned that students with a range of diagnoses are served as E/BD, but that many special education students who exhibit signs of emotional or behavioral problems are not served under the classification E/BD (e.g. their teachers and advocates identify with the category “autism spectrum” or “learning disability” instead of “E/BD” ) Also, there are students who do not receive special education services who appear to have emotional problems. From your current personal perspective, who are the students that should be the focus of CCBD’s concerns? Please rank each of the following groups : The approximately 1% of students eligible for special education services in the exceptionality area of emotional disturbance Primary focus	The approximately 1% of students eligible for special education services in the exceptionality area of emotional disturbance Secondary focus	The approximately 1% of students eligible for special education services in the exceptionality area of emotional disturbance Peripheral attention	The approximately 1% of students eligible for special education services in the exceptionality area of emotional disturbance Not a focus group for CCBD
The 5% of students who require tertiary, intensive, or individualized behavior supports within the PBIS triangle (special ed & non-special ed students)	The 5% of students who require tertiary, intensive, or individualized behavior supports within the PBIS triangle (special ed & non-special ed students) Primary focus	The 5% of students who require tertiary, intensive, or individualized behavior supports within the PBIS triangle (special ed & non-special ed students) Secondary focus	The 5% of students who require tertiary, intensive, or individualized behavior supports within the PBIS triangle (special ed & non-special ed students) Peripheral attention	The 5% of students who require tertiary, intensive, or individualized behavior supports within the PBIS triangle (special ed & non-special ed students) Not a focus group for CCBD
The approximately 15% of students who need secondary or targeted behavior supports within the PBIS triangle	The approximately 15% of students who need secondary or targeted behavior supports within the PBIS triangle Primary focus	The approximately 15% of students who need secondary or targeted behavior supports within the PBIS triangle Secondary focus	The approximately 15% of students who need secondary or targeted behavior supports within the PBIS triangle Peripheral attention	The approximately 15% of students who need secondary or targeted behavior supports within the PBIS triangle Not a focus group for CCBD
Any student with a mental health diagnosis (DSM-IV-TR) who experiences significant academic or other school related problems	Any student with a mental health diagnosis (DSM-IV-TR) who experiences significant academic or other school related problems Primary focus	Any student with a mental health diagnosis (DSM-IV-TR) who experiences significant academic or other school related problems Secondary focus	Any student with a mental health diagnosis (DSM-IV-TR) who experiences significant academic or other school related problems Peripheral attention	Any student with a mental health diagnosis (DSM-IV-TR) who experiences significant academic or other school related problems Not a focus group for CCBD
Any student with a mental health diagnosis (DSM-IV-TR)	Any student with a mental health diagnosis (DSM-IV-TR) Primary focus	Any student with a mental health diagnosis (DSM-IV-TR) Secondary focus	Any student with a mental health diagnosis (DSM-IV-TR) Peripheral attention	Any student with a mental health diagnosis (DSM-IV-TR) Not a focus group for CCBD
Any adjudicated youth who also experiences significant academic or other school related problems	Any adjudicated youth who also experiences significant academic or other school related problems Primary focus	Any adjudicated youth who also experiences significant academic or other school related problems Secondary focus	Any adjudicated youth who also experiences significant academic or other school related problems Peripheral attention	Any adjudicated youth who also experiences significant academic or other school related problems Not a focus group for CCBD
Any adjudicated youth	Any adjudicated youth Primary focus	Any adjudicated youth Secondary focus	Any adjudicated youth Peripheral attention	Any adjudicated youth Not a focus group for CCBD
Any student placed in an alternative setting for disciplinary purposes	Any student placed in an alternative setting for disciplinary purposes Primary focus	Any student placed in an alternative setting for disciplinary purposes Secondary focus	Any student placed in an alternative setting for disciplinary purposes Peripheral attention	Any student placed in an alternative setting for disciplinary purposes Not a focus group for CCBD
Any students in special education with behavioral concerns, even if the primary classification is not E/BD (e.g. LD)	Any students in special education with behavioral concerns, even if the primary classification is not E/BD (e.g. LD) Primary focus	Any students in special education with behavioral concerns, even if the primary classification is not E/BD (e.g. LD) Secondary focus	Any students in special education with behavioral concerns, even if the primary classification is not E/BD (e.g. LD) Peripheral attention	Any students in special education with behavioral concerns, even if the primary classification is not E/BD (e.g. LD) Not a focus group for CCBD
All special education students	All special education students Primary focus	All special education students Secondary focus	All special education students Peripheral attention	All special education students Not a focus group for CCBD
All students	All students Primary focus	All students Secondary focus	All students Peripheral attention	All students Not a focus group for CCBD

Please feel free to add a brief comment concerning your answer

CCBD Core Survey

Who are the students?