Session 6

1. Session 6 • Students with Emotional and Behavioral Disabilities & • Effective Practices for All Students: Classroom Management

2. Objectives (Chapter 7) • 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. Objectives (Chapter 15) • Describe the range of student behaviors (and misbehaviors) typical of most classrooms. • Explain core readiness strategies that contribute to successful classroom management.

4. Who Are Students With Emotional And Behavioral Disabilities (EBD)? • 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. Who Are Students With Emotional And Behavioral Disabilities (EBD)? • 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. Who Are Students With Emotional And Behavioral Disabilities (EBD)? • 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. Criteria Is Used To Identify Students With EBD? • 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. Criteria Is Used To Identify Students With EBD? • Step 2: Identification • Behaviorally based rating scales • Personality-oriented methods • Step 3: Direct Assessment of targeted behaviors • Functional behavioral assessment

9. How many students are identified with EBD? • 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. What Are The Major Characteristics Of Students With EBD? • 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. What Are The Major Characteristics Of Students With EBD? • 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. What Are The Major Characteristics Of Students With EBD? • 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. Effective Practices For Including All Students With EBD? • 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. Effective Practices For Including Elementary Students With EBD • 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. Chapter 15The Range of Typical Student Behaviors • 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. The Range of Typical Student Misbehaviors • 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. The Range of Typical Student Misbehaviors • 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. The Range of Typical Student Misbehaviors • 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. The Range of Typical Student Misbehaviors • Significant behavior deficits refer to • specific behaviors and actions students lack that are required for academic success and social competence.

20. What Readiness Strategies Should Teachers Possess? • Classroom organization preventative practices include • Arranging the physical environment. • Valuing instructional time. • Being prepared. • Coordinating resources.

21. What Readiness Strategies Should Teachers Possess? • 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. What Readiness Strategies Should Teachers Possess? • 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. “Tiered” Behavior Management System • 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. “Tiered” Behavior Management System • 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. “Tiered” Behavior Management System • 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. “Tiered” Behavior Management System • 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. “Tiered” Behavior Management System • 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. “Tiered” Behavior Management System • 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. Effective Practices to Prevent and Resolve Challenging Behaviors • 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. Effective Practices to Prevent and Resolve Challenging Behaviors • 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. Effective Practices to Prevent and Resolve Challenging Behaviors • Developing Consequences and Delivering them with Consistency • Consequences promote compliance to behavior expectations and reduce the frequency and intensity of inappropriate behaviors.

32. Effective Practices to Prevent and Resolve Challenging Behaviors • 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. Effective Practices to Prevent and Resolve Challenging Behaviors • 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. Effective Practices to Prevent and Resolve Challenging Behaviors • 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.