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SN 503 Teaching Students with Behavior Disorders

SN 503 Teaching Students with Behavior Disorders. Welcome to the Seminar. Seminar Agenda Review of Major Assignments Seminar Discussion Topic Q & A. Dr. Phyllis Schiffer-Simon. Course Outcomes. After completing this course, you should be able to:

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SN 503 Teaching Students with Behavior Disorders

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  1. SN 503Teaching Students with Behavior Disorders

  2. Welcome to the Seminar Seminar Agenda Review of Major Assignments Seminar Discussion Topic Q & A Dr. Phyllis Schiffer-Simon

  3. Course Outcomes After completing this course, you should be able to: • Analyze approaches to identifying, teaching, and managing behavior disorders • Synthesize effective teaching practices for emotionally and behaviorally disordered (EBD) students • Analyze social skills training for EBD students • Describe the benefits of working with parents, professionals, and community resources in the education of EBD students • Create a personal research-based philosophy for teaching EBD students.

  4. Discussion Grading Rubric • Initial Discussion question is answered accurately and with detail (6 Points) • Postings contain one or more critical thinking questions to advance the discussion (6 Points) • Postings contain outside research (i.e. web links, articles, references) (6 Points) • Responses to classmates are thoughtful and advance the discussion (6 Points) • Proper mechanics are used (3 Points) • Postings and responses are done during the Kaplan week and not on the last day (3 Points)

  5. Major Assignments & Weeks Due • Final Project: Philosophy of Teaching - Unit 8 Throughout this course, you will be developing knowledge, understanding of the research base, and the skills necessary to write a personal research-based philosophy of teaching students with emotional and behavior disorders.  This 8-10 page philosophy must be supported by a review of the literature in the following areas: Classroom and School Climate, Classroom Management, Instruction and Learning Strategies, Use of Time Grouping Strategies, the Role of Social Skills Development, Early Identification and Screening, the Balance Between Content, Managing Behavior and Managing the Disability, the Role of Assessment and Accountability, Working with Home, Community and Other Professionals, Self-reflection and Evaluation.

  6. Teaching Reading to EBD Students • Frequently, students with emotional and behavior disorders (EBD) exhibit academic underachievement combined with high levels of externalizing behaviors and resistance to instructional efforts. • Effective teaching involves structured methods, management of instructional time, and minimizing classroom interruptions.

  7. Teaching Reading to EBD Students Structured Methods • Structured instruction is critical in teaching EBD students. There are numerous structured instruction methods and techniques. • These consist of step-by step prescriptive teaching with clear, structured outcomes. • Strategies for structured instruction include: advance organizers, grouping, guided practice, feedback and correction, independent practice

  8. Teaching Reading to EBD Students Managing Instructional Time (Textbook -Rosenberg, et al) consists of four levels. These are: • Allocated Time – time the teacher plans to spend on a particular subject area • Actual Instructional Time – the amount of time actually spent delivering instruction • Engaged Time – the amount of time the student attends to the delivered instruction (pays attention) • Academic Learning Time – time students spend at the correct level of task difficulty

  9. Teaching Reading to EBD Students Minimizing Classroom Interruptions – Strategies • Setting the climate for students – a positive one • Communicating expectations for achievement • Behavior Modification and Positive Reinforcement • Specific and directed praise • One on one interventions when needed

  10. Seminar Topic Reading Interventions Reread the Scott and Shearer-Lingo article on the middle school reading study. Come to this week's seminar prepared to discuss the following questions: • Do you agree with the author's discussion of the study's limitations? • Do they undermine the significance of the study?

  11. Seminar Topic • How would you suggest that such a study might be done in the future to address these limitations? • What do you think is the most important contribution of this study?

  12. Wrap Up • Questions and Answers

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