In my district it used to be that these students' IEPs would qualify them for counseling services. The sped department decided to take that off, and we're no longer allowed to list that as an option anymore. I guess if a student's academics suffered a lot as a result of the EBD they could get regular academic services with me, but that's really it. We do have a self-contained class in the district, but it's for kids with severe, severe issues. I believe there are less than 5 kids in the entire district in it (in a district with 23 schools). I kind of struggle with this because I feel like it's such a heavy label to put on kids, and then they really don't even get any services out of it. We have a couple of kids going through behavior RtI right now and I think one of them would be headed for identification...but when teachers ask me what actually putting him on an IEP would mean, I have no good answer for them. The student is already on a formal behavior plan and getting accommodations, so identification wouldn't change any of that. I'm trying to figure out if this is typical or not!