© 2010 pearson education, inc. all rights reserved. 1 students with emotional and behavioral...

© 2010 Pearson Education, Inc.All Rights Reserved.1

Students with Emotional and Behavioral Disabilities

&Effective Practices for All

Students: Classroom Management


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.


Describe the range of student behaviors (and misbehaviors) typical of most classrooms.

Explain core readiness strategies that contribute to successful classroom management.


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


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)


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


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.


Step 2: Identification Behaviorally based rating scales Personality-oriented methods

Step 3: Direct Assessment of targeted behaviors Functional behavioral assessment


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).


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).


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.


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.


Including students with EBD successfully requires a solid foundation of Functional Behavioral Assessment Evidence-based academic instruction Highly structured methods of positive

behavior management


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


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


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.


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.


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.


Significant behavior deficits refer to specific behaviors and actions

students lack that are required for academic success and social competence.


Classroom organization preventative practices include Arranging the physical environment. Valuing instructional time. Being prepared. Coordinating resources.


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.


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


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


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.


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


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


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.


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.


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.


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.


Developing Consequences and Delivering them with Consistency Consequences promote compliance to

behavior expectations and reduce the frequency and intensity of inappropriate 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


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.


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.

© 2010 pearson education, inc. all rights reserved. 1 students with emotional and behavioral...

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