1. © 2010 Pearson Education, Inc. All Rights Reserved. 1  Students with Emotional and Behavioral Disabilities &  Effective Practices for All Students: Classroom Management

2. © 2010 Pearson Education, Inc. All Rights Reserved. 2  Explain the definition of EBD and the criteria used to identify students with the disability.  Describe the number of students identified with EBD.  Identify the range of settings in which students with EBD are educated.

3. © 2010 Pearson Education, Inc. All Rights Reserved. 3  Describe the range of student behaviors (and misbehaviors) typical of most classrooms.  Explain core readiness strategies that contribute to successful classroom management.

4. © 2010 Pearson Education, Inc. All Rights Reserved. 4  The term emotional disturbance means a condition exhibiting one of more of the following characteristics over a long period of time and to a marked degree:  An inability to learn not explained by intellectual, sensory, or health factors  An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

5. © 2010 Pearson Education, Inc. All Rights Reserved. 5  Inappropriate types of behaviors under normal circumstances  A general pervasive mood of unhappiness or depression  Does not include children who are socially maladjusted unless they have an emotional disturbance. (U.S. Department of Education, 2005)

6. © 2010 Pearson Education, Inc. All Rights Reserved. 6  Problems with the IDEA definition of EBD  Lack of precision surrounding the actual measurement of the descriptors  Lack of clarity concerning the meaning of the initial qualifying terms

7. © 2010 Pearson Education, Inc. All Rights Reserved. 7  Identification involves a three step process:  Step 1: Screening ▪ The process of determining if a student has the broad set of behavioral patterns suggesting risk for EBD.

8. © 2010 Pearson Education, Inc. All Rights Reserved. 8  Step 2: Identification  Behaviorally based rating scales  Personality-oriented methods  Step 3: Direct Assessment of targeted behaviors  Functional behavioral assessment

9. © 2010 Pearson Education, Inc. All Rights Reserved. 9  Includes less than 1% of the school age population.  More than three-fourth are boys.  African Americans are 1.7 times more likely to be identified as EBD.  Students with EBD are more likely to live in households with risk factors including poverty, single parent households, unemployed heads of households, and a sibling with a disability (Wagner et al., 2005).

10. © 2010 Pearson Education, Inc. All Rights Reserved. 10  Externalizing Behavior Problems  Overt manifestations of defiance and disruption  Aggression and noncompliance are most responsible for disciplinary removals from classrooms and schools across the nation, as well as for referrals for specialized psychological, psychiatric, and juvenile justice services (Cullinan & Sabornie, 2004).

11. © 2010 Pearson Education, Inc. All Rights Reserved. 11  Internalizing Behavior Problems  These behaviors involves inwardly directed actions.  Teachers have difficulty identifying them in classroom situations.  The more common internalizing problems are social withdrawal, anxiety disorders, and depression.

12. © 2010 Pearson Education, Inc. All Rights Reserved. 12  Students with EBD tend to have IQ scores in the low average range (Kauffman, 2001).  They present moderate-to-severe academic difficulties in multiple areas and tend not to improve over time.  Drop out rates for students with EBD are more than three times that of their peers.

13. © 2010 Pearson Education, Inc. All Rights Reserved. 13  Including students with EBD successfully requires a solid foundation of  Functional Behavioral Assessment  Evidence-based academic instruction  Highly structured methods of positive behavior management

14. © 2010 Pearson Education, Inc. All Rights Reserved. 14  Token Economy Program  Characterized by ease of administration and efficacy  Used by 90% of teachers of students with EBD  Requires tokens, backup reinforcers, and clearly defined contingencies

15. © 2010 Pearson Education, Inc. All Rights Reserved. 15  Most teachers want students to…  Comply in an appropriate fashion to teacher requests and academic tasks  Have impulse control  Deal with problems, anger, and negative feedback in developmentally appropriate ways  Be cooperative and courteous with peers  Stay attentive, involved, and productive  Follow rules

16. © 2010 Pearson Education, Inc. All Rights Reserved. 16  Most school and classroom misbehavior is related to  Inattention to task.  Crowd-control issues during transitions.  Getting work accomplished in a timely manner.  Students creatively testing limits.

17. © 2010 Pearson Education, Inc. All Rights Reserved. 17  Some students repeatedly  disrupt the flow of school and classroom event.  respond defiantly when asked to participate appropriately in activities.  hurt others both physically and emotionally when frustrated.

18. © 2010 Pearson Education, Inc. All Rights Reserved. 18  Significant behavior excesses  refers to behavior that because of their high rate, frequency, duration, or intensity interfere with opportunities to achieve academic success and/or social competencies.

19. © 2010 Pearson Education, Inc. All Rights Reserved. 19  Significant behavior deficits refer to  specific behaviors and actions students lack that are required for academic success and social competence.

20. © 2010 Pearson Education, Inc. All Rights Reserved. 20  Classroom organization preventative practices include  Arranging the physical environment.  Valuing instructional time.  Being prepared.  Coordinating resources.

21. © 2010 Pearson Education, Inc. All Rights Reserved. 21  Effective instruction  A precursor to disruptive behavior is student inability to understand academic content and frustration with the ways it is often presented.  Interesting and motivating lessons can reduce the frequency and intensity of disruptive behaviors.

22. © 2010 Pearson Education, Inc. All Rights Reserved. 22  A Climate of Care and Respect  The success of behavior management techniques is also contingent on the ways in which teachers communicate with their students and includes ▪ Authentic relationships ▪ Civility and respect ▪ Culturally responsive practices

23. © 2010 Pearson Education, Inc. All Rights Reserved. 23  Tier 1: Universal Inclusive Practices and Supports  Mission statement, or statement of purpose  Rules, procedures, and behavioral supports  Surface management and consequences  Documentation for access

24. © 2010 Pearson Education, Inc. All Rights Reserved. 24  Tier 2: Targeted Interventions are  Intensive actions directed toward chronic, repetitive, and pervasive problems presented by those students requiring additional school-based behavioral supports and accommodations. ▪ Typically requires completing a functional behavioral assessment and using the results to develop an individual plan of action.

25. © 2010 Pearson Education, Inc. All Rights Reserved. 25  Functional Behavioral Assessment  Identifies the function or purpose of an individual student’s inappropriate behavior patterns  Based upon three assumptions ▪ All behavior is learned ▪ All behavior is purposeful ▪ FBAs are most effective when a team of professional collaborate in the process

26. © 2010 Pearson Education, Inc. All Rights Reserved. 26  Behavior Intervention Plans  Strengthening and reducing of targeted behavior ▪ Requires teachers implement techniques that simultaneously reduce and strengthen targeted behavior through the application of behavioral techniques. ▪ Positive reinforcement increases behavior ▪ Negative reinforcement increases behavior through the removal of an unpleasant event ▪ Goals of student independence

27. © 2010 Pearson Education, Inc. All Rights Reserved. 27  Emphasis on Self-management and Self-control  The ultimate goal of any behavioral intervention is for students to independently regulate their own behavior. ▪ Teaching self-management and self-control allows larger roles for students in behavior change efforts. ▪ Programs have three components: self-assessment, goal setting, and self-determination of reinforcement.

28. © 2010 Pearson Education, Inc. All Rights Reserved. 28  Self-assessment  Students reflect on their own behavior and determines if the behavior is inadequate or inappropriate.  Goal setting  Students identify the behaviors required, sets goals, and set strategies to help regulate the behavior.  Self-determination  Students evaluates their performance and consider the nature and scope of reinforcement to be received to perform the target behavior.

29. © 2010 Pearson Education, Inc. All Rights Reserved. 29  Developing and Maintaining Rules and Procedures  Rules: explicit definitions of acceptable behavior in classrooms.  Procedures: routines that students follow to complete a task, activity, or operation.  Rules and procedures prompt, motivate, and guide students to adhere to classroom behavior standards.

30. © 2010 Pearson Education, Inc. All Rights Reserved. 30  Surface Management Techniques  Commonsense methods that teachers use intuitively to deal with relatively minor instances of disruptive behaviors. ▪ Allow teachers to return students to the instructional flow of the classroom with finesse. ▪ Some examples are ▪ Planned ignoring, signal interference, proximity control, changing the pace, removal of seductive objects, interest boosting, tension decontamination with humor, and antiseptic bouncing.

31. © 2010 Pearson Education, Inc. All Rights Reserved. 31  Developing Consequences and Delivering them with Consistency  Consequences promote compliance to behavior expectations and reduce the frequency and intensity of inappropriate behaviors.

32. © 2010 Pearson Education, Inc. All Rights Reserved. 32  Consequences work best when they  Are clear and related to class rules and procedures  Possess a range or hierarchy of alternatives  Are natural and logical for the school environment  Serve as educative rather than vindictive function  Are delivered with continuity and care

33. © 2010 Pearson Education, Inc. All Rights Reserved. 33  Defusing Confrontations and Responding to Dangerous Behaviors  “An ounce of prevention is worth a pound of cure.”  View these situations as manageable challenges and as part of a complex process of assisting students in need and crisis.

34. © 2010 Pearson Education, Inc. All Rights Reserved. 34  Function-Based Thinking, Functional Behavior Assessments, and Behavior Intervention Plans  For students who are not responding to universal interventions but whose behaviors have not evolved to the point of requiring intensive interventions.  The goal is to identify possible linkages between behavior and events/conditions in the immediate environment.  The outcome of the FBA process is the development of a behavior intervention plan.