As a special education teacher I have not heard of a student with EBD not allowing to have discipline referrals. The first thing that needs to be addressed is behavior intervention plan (BIP). Typically, a student who has EBD indeed has a BIP. However, if the students are not meeting their IEP behavior goals then the next step is to decide where the issue is erupting from. I would assume the current BIP is not beneficial to the problems arsing. Speak with the student's SPED Case Manager. They will need to collect data in order to write a new BIP. I would collect data on the student's behavior to see what triggers the outbursts etc. It could be that the student's current environment is not suitable for them.

If the student is EBD, then they should have a BIP, Behavior Intervention Plan, written for their specific behavior. If they don't they need one. The BIP specifically addresses how to handle the specific behaviors they have.

I think finding what makes the student tick is the best approach. A BIP is a good idea. That way the teachers have a protocol to go through if the student misbehaves. At my school we have a class for students identified as have EBD. For these students, I they first learn coping skills to deal with that need they have to misbehave. Then, once those are learned and certain goals are achieved, they are moved back into a general ed classroom.

You can still discipline the student for up to ten days the way you would a student without a disability. Only if the violation is a manifestation of the child's disability.

You could try and talk to them about there behavior but if it interferes with other students learning you can call the councilors, assistant principles or the principle to remove the student and see what is happening and how it can be fixed.

Definitely work with your school's behavior specialist to come up with ideas on how to handle that student's behavior.

I would try to give the student a job in your classroom or keep them occupied throughout the day to avoid their misbehavior. Additionally, set up ideas and attempt to talk to the student about what helps them when they're upset. If they are labeled EBD, they likely understand they have a behavioral disorder. See what they think helps them, and communicate and implement these strategies effectively.

I am working in a high school ESE classroom with moderate to severely intellectually disabled students. The teachers in this class say they do not typically write referrals unless there is a major situation, such as fighting or other physical activities. The reason for this is not because they were told not to but because the consequences are harder to determine by admin so the teacher tries to handle everything in class. Having things such as behavioral point sheets with incentives may help. Also small group settings where more attention can be given to the student may be helpful.

Create some form of positive reinforcement system. Talk to the student about their likes and dislikes and try to come up with something that is going to motivate the student to do better.

I would look into getting these students FBA's. These can be implemented on plans to improve their behaviors and how to prevent their behaviors.

You could still correct their behavior.

If you cannot give the students referrals, then the administrators need to sit down and figure out what other consequence the students will have. I understand not wanting to give them a referral, but letting the students do what they want is not an option either.

There should be some sort of consequence for not meeting the goal. I suggest trying something other than a referral. Maybe a phone call home with the student in the room or writing a letter of apology.