一、身心特質
由於情緒行為障礙學生在情緒或行為表現比正常學生出現顯著的困難、容易影響著學生的學習或生活的適應。情緒行為障礙的症狀包括精神性疾患(如思覺失調症)、情感性疾患(如憂鬱症、躁鬱症)、畏懼性疾患(社交畏懼症)、焦慮性疾患(如選擇性緘默症、強迫症、創傷後壓力症)、注意力缺陷過動症、或有其他持續性之情緒或行為問題者(如妥瑞症、對立反抗行為、違規行為)。
其特徵可分成外向性行為、內向性行為等兩大類:
「外向性行為」是問題行為顯現於外，多為發脾氣、攻擊、衝動、違抗等行為。
「內向性行為」是屬於較內隱性的行為，常見的是退縮、孤獨、憂鬱以及焦慮等問題。
1.社會技巧:
一般來說，情緒行為障礙學生的社會技巧都會比同儕差，較常經歷負面經驗，顯現在與權威者的衝突、同儕的拒絕、家庭生活問題、人際關係欠佳，因此這些學生的行為模式，從小就易出現與他人的互動欠佳，而且延續到大專階段，嚴重者還會衍生出焦慮或憂鬱等障礙。
2.學業表現:
情緒行為障礙學生通常智力發展正常，易出現學業低成就情形。另一方面，部分情緒行為障礙學生(如注意力缺陷過動症)可能伴隨學習障礙，在缺乏基本的閱讀與書寫技巧下，學習常落後於同儕，而形成習得無助感。

二、輔導原則
有許多的方法可以預防及治療情緒行為障礙，教導學生適當的情緒行為與學業成就必須並重，否則偏重問題的處理而不注重學科的教學則會使原本學科技能不足的學生更為落後，而影響情緒行為控制的效果。
下列具有科學研究基礎的教學法，分別是:
1. 教師善用行為改變技巧，具體地稱讚，增強學生好的行為及表現。
2. 教學過程提供多元的反應方式及機會。
3. 清晰的教學策略，因為有效學習則學生容易專注於學習事務上。
4. 正向行為支持，包括全面性的正向行為支持、管理或促發功能性的正向行為，讓學生能在友善的環境支持下，發展出正向行為。
5. 教導學生社會技巧，如情緒控制技巧，當學生出現發脾氣的問題行為時，教師平心靜氣的接受學生過度憤怒或攻擊的問題行為，教導學生採取放鬆訓練、改變想法等策略，以協助學生學習控制自己的情緒。

三、教學提醒
1. 建立師生關係:教師能接受情緒行為障礙學生的特質，且能同理學生的感受，則容易與情緒行為問題學生建立信任關係，師生間良好互動關係是很重要的，讓學生了解老師是可親近、可求助的對象。
2. 建立明確規則:教師宜預先建立清楚的上課流程或行為規範。
3. 善用同儕協助:當情緒行為障礙出現人際或學習困境時，教師可安排同儕在旁協助，以改善其問題。
4. 教導社會技巧:針對情緒行為障礙學生出現人際問題，宜建立正向行為的思考架構，並實際示範給學生參考，最後讓學生能夠實際運用於校園中。
5. 教導自我管理:教師可利用檢核工具，達到學生正向目標行為的建立，如利用計時器或檢核表形成一種提醒的機制，幫助學生建立自我管理的能力。

影音資料:

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資料出處:

全國特殊教育資訊網-學生輔導原則

https://special.moe.gov.tw/article.php?paid=181

1. Characteristics

Students with emotional and behavioral disorders (EBD) often exhibit significant difficulties in emotional regulation or behavior compared to their peers, which can negatively impact their learning and adaptation to daily life. Symptoms of EBD include:

• Psychiatric Disorders: Such as schizophrenia.
• Affective Disorders: Such as depression or bipolar disorder.
• Phobic Disorders: Such as social phobia.
• Anxiety Disorders: Including selective mutism, obsessive-compulsive disorder (OCD), and post-traumatic stress disorder (PTSD).
• Attention Deficit Hyperactivity Disorder (ADHD)
• Other Persistent Emotional or Behavioral Issues: Such as Tourette syndrome, oppositional defiant behavior, and conduct disorders.

1.1 Behavioral Categories

• Externalizing Behaviors: Outwardly expressed problematic behaviors, such as tantrums, aggression, impulsivity, or defiance.
• Internalizing Behaviors: Inwardly focused behaviors, including withdrawal, loneliness, depression, and anxiety.

1.2 Social Skills

• EBD students generally exhibit weaker social skills compared to their peers. They often experience negative interactions, such as conflicts with authority figures, rejection by peers, family problems, and poor interpersonal relationships. These difficulties may begin early in life and persist into adulthood, leading to anxiety or depression in severe cases.

1.3 Academic Performance

• Although EBD students typically have normal intellectual development, they often face low academic achievement. Some EBD students (e.g., those with ADHD) may have concurrent learning disabilities, which, coupled with inadequate reading and writing skills, lead to academic delays and feelings of learned helplessness.

2. Principles of Support

There are various methods to prevent and address EBD. It is crucial to balance teaching students appropriate emotional and behavioral responses with academic achievement. Focusing solely on behavior management without addressing academic skills may exacerbate their academic deficiencies, undermining emotional and behavioral control. The following evidence-based teaching strategies are recommended:

1. Behavior Reinforcement: Teachers should use behavior modification techniques, offering specific praise to reinforce positive behaviors and achievements.
2. Opportunities for Diverse Responses: Provide students with multiple ways to engage and respond during lessons.
3. Clear Teaching Strategies: Effective teaching methods help students focus on learning tasks.
4. Positive Behavior Support (PBS): Implement comprehensive PBS strategies to promote functional and positive behaviors in a supportive environment.
5. Social Skills Training: Teach students emotional regulation techniques, such as relaxation exercises and cognitive reframing, to help them manage behaviors like tantrums or aggression. Teachers should remain calm and guide students in learning to control their emotions.

3. Teaching Considerations

1. Building Teacher-Student Relationships
    Teachers should accept the unique characteristics of EBD students and empathize with their feelings. Building trust is critical, as a positive teacher-student relationship helps students perceive the teacher as     approachable and supportive.
    
2. Establishing Clear Rules
    Teachers should develop explicit classroom procedures and behavioral guidelines in advance.
    
3. Utilizing Peer Support
    When EBD students face interpersonal or academic challenges, teachers can arrange for peer assistance to help address these issues.
    
4. Teaching Social Skills
    For interpersonal problems, teachers should build a positive behavioral framework, demonstrate appropriate behaviors, and encourage students to apply these skills in real-life school settings.
    
5. Teaching Self-Management
    Teachers can use tools like timers or checklists to help students establish and achieve positive behavioral goals. These tools serve as reminders and assist in developing self-management skills.

Multiple Disabilities refers to the presence of two or more disabilities that are unrelated and not caused by the same underlying condition, which together impact a student's learning.

The identification of multiple disabilities should follow the evaluation criteria outlined for each type of disability specified in these regulations.