Which of the following is NOT a consideration when evaluating a student for emotional behavior disturbance?

When evaluating a student for emotional behavior disturbance, it is crucial to consider various factors that can reveal the intricacies of the student's emotional and behavioral health. While academic achievement may provide some context about a student’s overall functioning, it is not a primary consideration for identifying emotional behavior disturbances.

The emotional and behavioral patterns displayed by a student are more directly associated with the factors like the input from the referring teacher, as they can provide insight into the student’s interactions and behavior in the classroom setting. Additionally, the age at which emotional or behavioral issues began is significant, as earlier onset can suggest different underlying issues and possible interventions. The setting in which these behaviors are exhibited is also critical, as it helps to determine whether the behavior is situational or pervasive across different environments.

Therefore, while academic achievements may be relevant in a broader context of a student’s overall education, they are not essential for the specific evaluation of emotional behavior disturbance, making it an area that can be deprioritized in the evaluation process.