1. Supporting Instruction for Students with Emotional Behavior Disorders (EBD): Meeting the Challenge of Building an Inclusive Environment
Dr. Alicia Sigee, Dr. Jennifer Butcher and Dr. Johnny O’Connor

2. Introduction
Presenter
Experience
Education
Research Study

3. What is EBD?
IDEA (2004) defined emotional behavioral disorders as conditions exhibiting for an extended period to a marked degree that adversely affects students learning. Conditions are as follows: (a) inability to learn that is not caused by intellectual, sensory, and health conditions, (b) inability to build and maintain interpersonal relationships, (c) inappropriate behaviors in normal situations, (d) fears and anxiety.

4. TYPES OF BEHAVIORS Violent behaviors Inappropriate language
Challenging authority
Bullying
Disruptive classroom behaviors that impacts the educational environment
Self mutilation
Bipolar and other mental disorders
Suicidal
Eating disorders

5. WHY ARE EBD STUDENTS IN THE CLASSROOM?
IDEA (2004) requires EBD students be educated in the least restrictive environment (LRE).
LRE allows disabled students to be educated and social interactions with their age appropriate peers in the general educational setting.

6. BUILDING AN INCLUSIVE EDUCATION ENVIRONMENT WITH EBD STUDENTS
Training
Support

7. EDUCATION FOR CAMPUS STAFF
Higher education/alternative programs must incorporate coursework/student teaching on EBD students and inclusive educational settings.
Higher education course work need to include classroom management for inclusive educational settings to include EBD students.
School administration preparation programs need to incorporate special education management courses.
Campus administrators need to be trained in the needed supports required for general education teachers to be successful in an inclusive educational setting with EBD students.

8. TRAINING/PROFESSIONAL DEVELOPMENT
School districts need to implement ongoing professional develop (PD):
- Special Education
-Classroom Management
-Behavior Management
-Emotional and Behavior Disorders

9. EVIDENCE BASED PRACTICES
Evidence Based Practices (EBP) are defined as instructional or behavioral practices shown to be effective through rigorous research to improve students’ outcomes.
EBP must be implemented with fidelity.

10. TYPES OF EBP Classroom rules
Correcting negative behavior with positive support
Peer tutoring and reverse peer tutoring
Peer monitoring
Self management
Self monitoring
Leveled system
Building a quality teacher-student relationship

11. SIMPLE STRATEGIES
Simple strategies are defined as interventions that are easily implemented, requires no prior training or no special equipment.
Simple strategies can make instant impact on educational and behavioral outcomes for students with EBD.
Simple strategies that are successful with EBD students should be utilized by all their assigned teachers.

12. TYPES OF SIMPLE STRATEGIES
Opportunity to Respond (OTR)
Praise- frequent, immediately and specific
Academic choice

13. INFORMATION GATHERING
• Student academic records
Special education records
Professional learning community (PLC)
Former teachers
Parents

14. SUPPORT Administration:
-Emotional support- how they value them as educators
-Instrumental support-assisting, educating, planning time, and needed materials
-Informational support-training on EBPs, PDs, conferences and collaboration

15. SUPPORT Special Education Team: -Collaboration
-Training on implementation of behavior intervention plans (BIP) and individual education plans (IEP)
-Support in classroom
-Providing IEPs and BIPs in a timely manner
-Ongoing education on EBD
-Training on EBP strategies
-Opportunity to attend or give input for ARDs

16. SYSTEMS AND POLICIES
The school must put in place systems to ensure the EBD students and teachers are being support by Special Education Team. Such as logs, sign in, case loads, case managers.
Districts/schools should implement policies to hold special education teachers responsible for services to EBD students.

17. TIPS FOR SUCCESS
Research and get background information on EBD students
Put aside bias prejudgments
Learn to advocate for the students educational and emotional needs
Don’t kick them out of class
Get educated on EBD
Build relationship with parents
Build a support team

18. CLOSING
Remarks
-Implementation of the research and results
Q&A

19. Contact Information
Dr. Alicia Sigee Dr. Jennifer Butcher Dr. Johnny O’Connor THANK YOU!!!!