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Classroom Management for Students With Emotional and Behavioral Disorders
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Classroom Management for Students With Emotional and Behavioral Disorders
A Step-by-Step Guide for Educators



March 2008 | 152 pages | Corwin

"General education teachers need more information and guidance on how to effectively work with students with emotional and behavioral disorders. This book provides an overview of the various needs and characteristics that many of these students display."
—Emily Wilmes, Emotional Behavioral Disorder Teacher
Roosevelt Elementary School, Mankato, MN

Effective methods for teaching students with emotional and behavioral disorders!

Written by experts in the field of special education, this guide provides a clear and comprehensive overview of emotional and behavioral disorders (EBD), along with practical guidelines for working with students diagnosed with EBD.

Aligned with the reauthorization of IDEA 2004, these effective and culturally sensitive techniques help teachers understand and distinguish typical behavior from the symptoms, problems, and characteristics of EBD, such as moodiness, argumentative behavior, anger, difficulty interacting with peers, refusing to share, and inability or unwillingness to take responsibility.

Ideal for general and special education teachers, this step-by-step resource includes references, a glossary, and information about:

  • Positive reinforcements and effective instructional interventions for the classroom
  • Federal regulations related to students with EBD
  • Ways to promote healthy social interactions
  • Classroom management strategies for specific disorders

Classroom Management for Students With Emotional and Behavioral Disorders provides invaluable guidance for redirecting students toward more appropriate behaviors, building important social skills, and establishing a positive classroom climate for all learners.


 
Dedications
 
About the Authors
 
Preface
 
1. Review Your Knowledge on Students With Emotional and Behavioral Disorders
Definition of Emotional Disturbance  
Causes of Emotional and Behavioral Disorders  
Prevalence of Emotional Disturbance  
Age of Onset of Emotional and Behavioral Disorders  
Gender Features of Emotional and Behavioral Disorders  
Cultural Features of Emotional and Behavioral Disorders  
Eligibility Criteria for Emotional Disturbance Under IDEA  
Characteristics of Students With Emotional Disturbance  
Children With Emotional Disturbances and School-Related Concerns  
IDEA Exclusion of Students Who Are ?Socially Maladjusted?  
 
2. Understand the Behaviors of Students With Emotional and Behavioral Disorders
Understanding Challenging Behaviors  
Understand the Difference Between Symptoms and Problems  
Behaviors That May Be Indicative of More Serious Problems  
Symptomatic Behaviors Exhibited When a Child Has Low Levels of Tension  
Symptomatic Behaviors Exhibited When a Child Has High Levels of Tension  
Redirecting Students to More Appropriate Behaviors  
Ways to Maintain Positive Changes in Student Behavior  
Whole-Classroom Instructional Strategies  
 
3. Become Culturally Competent When Working With Students With Emotional and/or Behavioral Disorders
 
4. Understand and Apply Principles of Reinforcement When Working With Students With Emotional and/or Behavioral Disorders
Principles of Reinforcement  
What Is the Actual Reinforcer?  
Factors Affecting Reinforcer Effectiveness  
Checklist for Effective Reinforcement  
Possible Reinforcers  
Reinforcement of Appropriate Student Behavior  
 
5. Promote Positive Social Interactions Among Students With Emotional and/or Behavioral Disorders
Why Are Social Skills Important?  
Social-Cognitive Skill Development  
The Role of Social Skills at School  
Strategies to Foster a Sense of Belonging in the Classroom  
Creating a Positive Classroom Climate  
Teaching Social Skills Through Role Playing and Observation  
The Classroom Teacher?s Power to Model Acceptance  
Promoting Positive Social Interactions Among Students With and Without Disabilities  
 
6. Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students With Emotional and/or Behavioral Disorders
Instructional Interventions for Active Non-Compliance  
Instructional Interventions for Attendance Problems  
Instructional Interventions for Difficulty With Transitions  
Instructional Interventions for Disrespect to Teachers  
Instructional Interventions for Classroom Disruption  
Instructional Interventions for Failure to Accept Responsibility for Own Behavior and/or Consequences for Misbehavior  
Instructional Interventions for Interpersonal Relationships With Peers  
Instructional Interventions for Out-of-Control Behaviors  
Instructional Interventions for Passive Resistance  
Instructional Interventions for Not Respecting Property or Personal Space of Others  
Instructional Interventions for Verbal Aggression  
Instructional Interventions for Verbal Outbursts  
 
7. Understand and Implement Classroom Management Strategies for Students With Specific Psychological Disorders
Child and Adolescent Mental Health and Schools  
Classroom Management for Students With Anxiety Disorders  
Classroom Management for Students With Bipolar Disorder  
Working With Students With Borderline Personality Disorder (BPD) in the Classroom  
Working With Students With Depression in the Classroom  
Working With Students With Obsessive Compulsive Disorder (OCD) in the Classroom  
Working With Students With Oppositional Defiant Disorder (ODD) in the Classroom  
Working With Students With Post-Traumatic Stress Disorder (PTSD) in the Classroom  
Working With Students With Reactive Attachment Disorder (RAD) in the Classroom  
Working With Students With Schizophrenia in the Classroom  
 
References
 
Glossary
 
Index

"General education teachers need more information and guidance on how to effectively work with students with emotional and behavioral disorders. This book provides an overview of the various needs and characteristics that many of these students display."

Emily Wilmes, Emotional Behavioral Disorder Teacher
Roosevelt Elementary School, Mankato, MN

"Well organized and readable. The chapter on cultural differences is a focus I have not seen explored significantly in other books."

Joanna Vagle, Special Education Teacher
STMA Middle School, St. Michael, MN

This book is very practical for our students. Our students should become educational practitioners. So this books fits very wel in our curriculum.

We only have recommended literature in our course. Students should pick out titles according to their own needs and interest. We recomment a list of books to them. This book is one of the books they can choose. We recomment reading this title.

Dr Jan Marten Praamsma
Faculty of Social & Behavioural Sci, Utrecht University
February 15, 2012

I like the way the book breaks down each of the behavior issues and gives suggestions for the classroom teacher

Mrs Nonnie Wrenn
Early Childhood Education, Haywood Community College
February 21, 2011
Key features

As a step-by-step guide that is a comprehensive outline of all the topics associated with Emotional Behavioral Disorder (EBD), this book's coverage is on:

  • The regulations circumscribed around EBD under the IDEA laws surrounding Special Education.
  • Description of typical EBD behaviors and positive reinforcements
  • The most effective intervention strategies for best practice in the classroom
  • Specific management strategies for particular psychological disorders

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