engaging students with ebd by effective instructional … · engaging students with ebd by...
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Engaging Students with EBD by Engaging Students with EBD by
Designing and Implementing Designing and Implementing
Effective Instructional ProgramsEffective Instructional Programs
Susan MorrisSusan Morris
Los Angeles Unified School DistrictLos Angeles Unified School District
[email protected]@lausd.net
Students with Emotional and Students with Emotional and
Behavioral DisordersBehavioral Disorders
�� 1% of the special education population1% of the special education population
�� Students perform:Students perform:
�� 1.21.2--2 grade levels behind in elementary school2 grade levels behind in elementary school
�� 3.5 grade levels behind in high school3.5 grade levels behind in high school
Students with Emotional and Students with Emotional and
Behavioral DisordersBehavioral Disorders
�� At risk for:At risk for:
�� Lower gradesLower grades
�� Dropping out of schoolDropping out of school
�� PostPost--school unemployment rateschool unemployment rate
of 52%of 52%
�� Poor graduation rates (32.1%) Poor graduation rates (32.1%)
of students with any disabilityof students with any disability
(U.S. Department of Education, 2006)(U.S. Department of Education, 2006)
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What do we need to do to support What do we need to do to support
students with emotional and students with emotional and
behavioral disorders?behavioral disorders?
CopingStrategies
Behavioral Strategies
Social Skills
Collaboration
Classroom Structure & Environment
Instructional Strategies
Teacher Care
Classroom Organization and Classroom Organization and
StructureStructure
�� Routines and Routines and
proceduresprocedures
�� RulesRules
�� ExpectationsExpectations
�� Physical EnvironmentPhysical Environment
�� Work Work space(sspace(s), ),
storage, displays, storage, displays,
etc.etc.
�� Respectful interactionsRespectful interactions
�� Consistency!Consistency!
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If antisocial behavior patterns are not If antisocial behavior patterns are not
addressed early on, these children tend to addressed early on, these children tend to
experience numerous longexperience numerous long--term negative term negative
consequences such as academic failure, consequences such as academic failure,
impaired social relationships, and escalating impaired social relationships, and escalating
rates of aggressive behaviorrates of aggressive behavior..
Instructional StrategiesInstructional Strategies
PeerPeer--mediated strategiesmediated strategies
SelfSelf--mediated strategiesmediated strategies
TeacherTeacher--mediated strategiesmediated strategies
Types of PeerTypes of Peer--Mediated Mediated
InterventionsInterventions
XXPeer reinforcementPeer reinforcement
XXPeer modelingPeer modeling
XXPeer assessmentPeer assessment
XXPeerPeer--assisted learning assisted learning
strategies strategies
XXXXPeer tutoringPeer tutoring
XXXXCross age tutoringCross age tutoring
XXCooperative learningCooperative learning
XXClassClass--wide peer tutoringwide peer tutoring
SecondarySecondaryElementaryElementaryInterventionsInterventions
Ryan, J., Pierce, C., & Mooney, P. (2008)
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SelfSelf--mediated Interventionsmediated Interventions
Self-mediated Interventions
Self-monitoring Goal Setting
Self-evaluation Strategy Intervention
Self-instruction
Ryan, J., Pierce, C., & Mooney, P. (2008)
Teacher Mediated InterventionsTeacher Mediated Interventions
(Antecedent based)(Antecedent based)
�� Structured academic Structured academic
taskstasks
�� Modeling, rehearsal & Modeling, rehearsal &
feedbackfeedback
�� PreviewingPreviewing
�� Adjusting task Adjusting task
difficultydifficulty
�� Story mappingStory mapping
�� TestTest--taking skillstaking skills
�� ChoiceChoice--making making
�� Curricular Curricular
modificationsmodifications
Ryan, J., Pierce, C., & Mooney, P. (2008)
TeacherTeacher--mediated Interventionsmediated Interventions
(Consequence based)(Consequence based)
�� Token systemToken system
�� Contingency Contingency
reinforcersreinforcers
�� Use of free timeUse of free time
�� Academic contractingAcademic contracting
�� Written feedbackWritten feedback
�� Bonus contingencyBonus contingency
Ryan, J., Pierce, C., & Mooney, P. (2008)
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ProblemProblem--Solving Model Solving Model (NASDSE, 2005)(NASDSE, 2005)
4.
EVALUATE
THE PLAN
3.
DEVELOP
A PLAN
1.
DEFINE THE
PROBLEM
2.
ANALYZE THE
PROBLEM
Children and youth who experience Children and youth who experience deficits in social skills usually deficits in social skills usually demonstrate a lack of social demonstrate a lack of social
competence, which can result in lifelong competence, which can result in lifelong problems associated with employment, problems associated with employment,
mental and physical health, mental and physical health, relationships, and overall quality of life.relationships, and overall quality of life.
�� --MelloyMelloy, K., Davis, C., , K., Davis, C., WehbyWehby, J., , J., MurryMurry, F. & , F. & LeiberLeiber, , J., 1998J., 1998
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Social Skills Instruction:Social Skills Instruction:
Developing Social Emotional SkillsDeveloping Social Emotional Skills
Explicit Teaching of Social SkillsExplicit Teaching of Social Skills
Identify the skillIdentify the skill
Define the skillDefine the skill
Model the skillModel the skill
Establish the student skill needEstablish the student skill need
Role playRole play
Provide performance feedbackProvide performance feedback
Video ClipVideo Clip
Deciding How Someone Deciding How Someone
FeelsFeels
1.Watch the person.1.Watch the person.
2. Name the feeling.2. Name the feeling.
3. Ask.3. Ask.
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Coping and Relaxation StrategiesCoping and Relaxation Strategies
Cognitive Behavior Cognitive Behavior Techniques:Techniques:
•• Feelings thermometerFeelings thermometer
•• Emotional pieEmotional pie
•• Common thinking errorsCommon thinking errors
Relaxation StrategiesRelaxation Strategies
�� Deep breathingDeep breathing
�� Counting to 10Counting to 10
�� Progressive Progressive RelaxationRelaxation
�� ExerciseExercise
�� ModelingModeling
Behavioral StrategiesBehavioral Strategies
Motivation
Self-
Management
Antecedent
Strategies
Reinforcement
Procedures
ReplacementBehavior
BehaviorSupport
Plan
Behavioral
Strategies
Identify & Define Target Behavior
Direct Observation
Data Collection
Determine the Function of the Behavior
Interviews Review of Records
Identify the Replacement Behavior
Teaching Strategies Reinforcement Reactive Strategies
Develop and Implement BSP
Functional Behavioral Assessment
Flowchart
LAUSD Website, Division of Special Education
http://sped.lausd.net/sepg2s/pd/behavior_fba/FBATraining.htm
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CollaborationCollaboration
�� ParentsParents
�� TherapistsTherapists
�� PhysiciansPhysicians
��Mental health Mental health
providersproviders
�� Classroom support Classroom support
staffstaff
Factors to Consider
�Depression
�Burnout
�Emotional avoidance
�Self-efficacy
Teacher CareTeacher Care
�� Be proactiveBe proactive
��WhatWhat’’s your plan?s your plan?
�� Immediately after an Immediately after an
incidentincident
�� After workAfter work
�� LifestyleLifestyle
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Restoring BalanceRestoring Balance
�� Managing StressManaging Stress
�� Restore Sense of Restore Sense of
Well BeingWell Being
�� Avoiding Burn OutAvoiding Burn Out
There are no secrets to success. It is the result of There are no secrets to success. It is the result of
preparation, hard work, and learning from failure. preparation, hard work, and learning from failure.
--Colin PowellColin Powell
Every block of stone has a statue inside it Every block of stone has a statue inside it
and it is the task of the sculptor toand it is the task of the sculptor to
discover it.discover it.
--MichelangeloMichelangelo
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