Does your child need an IEP for an emotional behavior disorder?

Nearly 60% of Wisconsin teens report having experienced a mental health challenge at least once in the past year. Without the right support, academic success and social connections can fall by the wayside.

According to Daniel Parker, assistant director of special education at the Wisconsin Department of Education, Wisconsin families have a variety of options depending on their child's mental health needs.

It's always important to pay attention to behavioral changes and listen to children. However, if a child is struggling with grades, not getting along with others, or is not controlling their emotions with no end in sight, it may be time for parents to consider whether an Individualized Education Program (IEP) is appropriate.

IEPs are not just for students with learning, cognitive and physical disabilities. IEPs can also be used to support children with emotional behavioral disorders. They promote stronger social skills, reduce unsafe or escalating behavior, and mitigate the impact of traumatic experiences on young people by working with support staff and teachers within the school.

The state defines emotional conduct disorder as a condition in which a child exhibits “frequent and intense recognizable behaviors” that negatively impact the child's academic performance. These behaviors may occur over a long period of time or may emerge suddenly when a mental health condition arises that has been diagnosed by a licensed mental health professional.

Related: Youth in urban and rural Wisconsin report alarming levels of food insecurity and poor mental health

The prospect of establishing an IEP can be daunting for many parents – and students, too. But Wisconsin Office of Children's Mental Health Executive Director Linda Hall said it's a matter of open communication with school staff and the child's pediatrician/mental health provider, especially when the child's mental or behavioral health is interfering with social, emotional or academic progress.

Here's what parents need to know if they feel their children need more individualized education to meet their mental and behavioral health needs.

How do I know if mental health IEPs are right for my child?

It depends on the student and the support systems in place, Parker said. Just because a student has mental health issues doesn't mean they need an IEP. Parker said it's important to exhaust other, less time-consuming options first.

Whether parents decide to implement an IEP with their child depends on the available interventions and supports the school provides to the student, as well as the outcomes of those supports over time, Hall said.

“School staff may speak with parents about a referral for a special education assessment, likely after supports have been implemented for an extended period of time without progress or if concerns persist,” Hall said.

If students aren't engaging with their education or making progress, Parker says it's a good idea to ask questions and share your findings with the student's general education teacher.

One option is an IEP (Integrated Enterprise Program), another is a 504 plan, which requires schools to make accommodations based on students' disabilities after they are identified as having behavioral problems.

How do teachers identify students with behavioral problems?

General education teachers play a big role in determining students' progress, both academically and functionally, Parker said. If a student is struggling with grades or with moods and impulses, a teacher should tell parents something is wrong.

Schools typically have a system in place that not only tracks student progress but also identifies problem areas early — ideally before a student needs special education, Parker said. If parents are concerned about their child's behavior, they can ask what the school's monitoring system looks like, Parker said.

The systems to ask for, Parker said, are equitable multi-tiered support systems and school-wide positive behavior interventions and supports, which are frameworks used by educators to ensure students don't fall behind.

Parents may also want to ask about possible behavioral supports their children can receive through a general education education without the work of an IEP or 504 plan.

These parent-teacher meetings are also an opportunity to share what is going on at home and in the community and their surroundings, Parker said.

What signs should parents look for in a child?

Students can have a wide range of unmet behavioral problems, Parker said. Some students act out in frustration or violate established classroom behavior rules. Students who behave aggressively and disruptively may be externalizing a behavioral problem, Parker said.

For others, their behavior is expressed in quieter ways, such as withdrawing from others, skipping school, or not participating in activities.

“Sometimes these students are harder to identify because they don’t stand out verbally or through their physical behavior,” Parker said.

But no one behaves in a vacuum. Sometimes the same student who storms out of the classroom screaming one week turns inward the next.

What is the difference between IEPs and 504 plans?

IEPs are just one path for students. Another, lesser-known plan is the 504 Plan, Section 504 of the Rehabilitation Act of 1973. It protects students with disabilities by providing them with reasonable accommodations.

It's easier for students to qualify under a 504 disability plan because it's based on a much broader law, Parker said. The federal Individuals with Disabilities Education Act, also known as IDEA, on which IEPs are based, not only provides more specific guidelines for determining whether a student has a learning disability, but also requires that a student receive specially designed instruction as part of a school's special education program.

504 accommodations for a student could come in the form of additional time for a test, once-a-day check-in, scheduled breaks, preferred seating and creating a less distracting environment, Parker said.

Why IEPs, 504s and other accommodations are important

Studies repeatedly show that academic performance in elementary and high school and mental health go hand in hand, regardless of age.

According to a meta-analysis of more than 270,000 students in grades K-12, students who participated in school-based social and emotional learning programs improved their grades and standardized test scores by 11 percentage points compared to control groups.

In fact, a review of more than 85 studies examining the association between school-based mental health treatment and at least one improved educational outcome found a significant association.

It's also an opportunity for families and students to be involved in shared decisions where they can identify their needs and the best services available, Parker said. When done effectively, it gives the child agency and control, which can alleviate symptoms of anxiety, emotional distress and depression.

However, Parker stressed that children are more than the labels we give them, and you don't need a PhD in child psychology to support a child.

“When a student qualifies for an IEP or 504 plan, don't just focus on labels. Think about the child as a whole, think about what their needs are, what they look like, and get to the root of the causes,” Parker said.

IEPs, 504s and family resources

Natalie Eilbert covers mental health issues for the Milwaukee Journal Sentinel. She welcomes story tips and feedback. You can reach her at [email protected] or visit her Twitter profile at @natalie_eilbert.

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Does your child need an IEP for an emotional behavior disorder?

How do I know if mental health IEPs are right for my child?

How do teachers identify students with behavioral problems?

What signs should parents look for in a child?

What is the difference between IEPs and 504 plans?

Why IEPs, 504s and other accommodations are important

IEPs, 504s and family resources

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Does your child need an IEP for an emotional behavior disorder?

How do I know if mental health IEPs are right for my child?

How do teachers identify students with behavioral problems?

What signs should parents look for in a child?

What is the difference between IEPs and 504 plans?

Why IEPs, 504s and other accommodations are important

IEPs, 504s and family resources

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