CCBD Core Survey

Who are the students?

 
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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 focusSecondary focusPeripheral attentionNot a focus group for CCBD
The approximately 1% of students eligible for special education services in the exceptionality area of emotional disturbance
The 5% of students who require tertiary, intensive, or individualized behavior supports within the PBIS triangle (special ed & non-special ed students)
The approximately 15% of students who need secondary or targeted behavior supports within the PBIS triangle
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)
Any adjudicated youth who also experiences significant academic or other school related problems
Any adjudicated youth
Any student placed in an alternative setting for disciplinary purposes
Any students in special education with behavioral concerns, even if the primary classification is not E/BD (e.g. LD)
All special education students
All students
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