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Emotional Behavior Disorder Strategies
Transcript of Emotional Behavior Disorder Strategies
Disorder Strategies An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to create or sustain relationships with peers and teachers. Inappropriate types of behavior or feelings in typical situations or environments. A pervasive mood of unhappiness or depression. Frequent occurrences of physical symptoms or fears attached to personal or school problems. What in the world does this MEAN? Simplified: EBD pertains to a child having emotional or behavioral issues that affects their education and/or relationships. Emotional Behavior Disorder IS: Characteristics Emotional/behavioral disorder (EBD) is a condition in which behavioral or emotional responses of an individual in school are so significantly different in degree and/or kind from his/her accepted age appropriate, ethnic, or cultural norms that they adversely affect educational performance in one or more areas: self-care, social relationships, personal adjustments, academic progress, classroom behavior, or work adjustment. Difficulties must be displayed in multiple environments, one of which must be the school. What is an Emotional Behavior
Disorder? (EBD) Emotional Behavior Disorders can be: Externalized (example: verbal aggression or defiance) Internalized
(example: depression or eating disorders) •Hyperactivity (short attention span, impulsiveness)
•Aggression or self-injurious behavior (acting out, fighting)
•Withdrawal (does not interact with others, may have fears in social situations)
•Immaturity (inappropriate crying, temper tantrums, poor coping skills)
•Learning difficulties (academic performance below grade level) Problems at school can include: What are the legal responsibilities of teaching a student with EBD? True Focus: Teaching Students with EBD So what is the correct way to teach EBD Students? General Tips and Strategies: Teaching ~ Strategies and materials for children with behavior disorders must be coordinated and take into account the individual abilities and disabilities of the child.
Planning ~ We must find content and set procedures that help students reach goals. Using taped word read-alongs. Reading rate and accuracy improves when the students listen to tapes.
Test retakes. Students who could retake a test typically score higher than those who can't.
Responses, praise, and academic talk. Students are given many opportunities to respond to academic talk and frequently receive praise.
Cover, copy, and compare (CCC). CCC is a process of looking at an instructional stimulus, removing, it, and responding with an immediate check for accuracy. If the student has a wrong answer, he/she just tries it again.
Classroom environment. Your classroom can be a paradise or torture for a student. Remember different students respond to noise, clutter, proximity of other students, and many factors in your classroom.
Behavior Charts. Charts tracking a student's daily behavior can show when problems typically show and give the student an opportunity to see their behaviors. Tried and True tips for General Educators Questions to ask yourself... Does the learning environment encourage
students to pay attention?
Are students allowed to interact with others
as a way of learning more about the teask?
Are students given feedback (both positive and negative)?
Are students engaged by your lesson format?
Have you asked the Special Education teacher if a student you are concerned about has a Functional Behavior Assessment or a Behavior Intervention Plan? Research Based Strategies http://www.lsci.org/files/lsci/media/Dawson.pdf Life Space Crisis Intervention (Fescer and Long)
A program in which teachers and other caregivers learn to identify and defuse classroom crises by being supportive of students’ emotions and understanding the cycle of a crisis.
It has proved successful with nondisabled students as well as those with emotional and behavioral disorders.
The program identifies specific strategies that can help teachers and students work through problems.
Designed to help students work through conflicts by creating safe classrooms and focusing the curriculum on principles of problem solving.
Helps schools select students and adults to act as mediators, focuses on peer-to-peer conflict resolution, and builds on the support of the greater community.
Research on conflict resolution and mediation programs show that they can be effective in reducing violence in schools and helping students feel more confident about solving problems. More information: https://www.ncjrs.gov/html/ojjdp/jjjournal_2001_6/jj3.html The Conflict Resolution Program
Donna K. Crawford and Richard J. Bodine Be cautious when the only evidence given is testimonials, particularly when those promoting the intervention stand to gain financially from sales of the program.
Ask to see published research supporting the intervention.
Ask someone skilled in reading and interpreting research for help in understanding the research.
Ask many questions, such as these:
How do you know this works?
What is the basis for your claim?
Who has conducted the research?
Where is the research published? Are these peer-reviewed, scientific journals?
How many children with EBD have been included in the studies? How many improved?
What specifically were the improvements? When deciding on research based strategies: The Incredible Years Carolyn Webster-Stratton Focuses on building social and emotional skills. Lessons can be delivered to children referred for difficult behavior or to an entire classroom as a preventative measure.
The program consists of 20- to 30-minute lessons two to three times a week; these lessons are reinforced by small-group activities, practicing skills throughout the day, and communicating with parents.
Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school.
Parent training programs focus on positive discipline, promoting learning and development, and involvement in children’s life at school. More information: http://www.eric.ed.gov/PDFS/ED526133.pdf Dylan was here!