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Students with ED/ BD- What do I need to know?
Transcript of Students with ED/ BD- What do I need to know?
1. What is ED/BD? (Characteristics)
2. What can it look like? (Identifying Students)
3. What can I do? (Pro-Active Strategies)
4. Who can help me? (School Based Experts)
5. What do we do? (Using Evidenced Based Practices)
6. What next? (Conducting FBAs and Creating BIPs)
Students with ED/ BD- A Teacher's Resource
Agression toward others: fighting, disruptive, annoying.
What can I do?
* 1-2 Behaviors
* Keep it Positive
* Allow Negotiation
* Involve Others
* Short Term Success
Who can help me?
When a student does not respond to in class interventions, it is time to conduct an FBA and BIP in order to find the possible causes and remedies to a student's disruptive behaviors.
What is ED/BD?
Characteristics of a Student with an Emotional Disability or Behavioral Disability
Inability to :
* establish and maintain relationships with peers or
Over the top: Inappropriate behaviors or feelings
under normal circumstances.
Causes: Anxiety, Mood Disorders, ODD/ Conduct
Withdrawn, short attention span, poor concentration
* school psychologist
* guidance counselor
* social worker
Kennedy, M. (2015, March 1). CAP on EBD [Video file]. Retrieved from https:// vimeo.com/17127067
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2012). Exceptional learners; Introduction to special education (12th ed.). Boston: Allyn & Bacon
Identifying ED/BD Students Using a CI3T Model
Layne, K., Oakes, W. (2015, March 1). Systematic Screening for Behavior Challenges: The Importance of Intervening. http://www.pattan.net/Videos/Browse/Single/?code_name=28_systematic_screening_for_behavior
Step 1: Plan Intervention for At- Risk Students
* SSBD/ ESP
Step 2: Implement a Screener
Step 3: Intervene and Monitor
6 Things You Can Do Today
1. Provide Explicit Behavior Instruction
Conroy, M., & Sutherland, K. (2012). Effective Teachers for Students with Emotional/ Behavioral Disorders: Active Ingredients that Lead to Positive Teacher and Student Outcomes. Beyond Behavior, 22(1), 7-13.
3. Be Positive!
Bak, N., & Asaro-Saddler, K. (2013). Self-Regulated Strategy Development for Students with Emotional Behavioral Disorders. Beyond Behavior, 22(3), 46-53.
Give behavior specific praise.
2. Teach the Desired Behavior
Teach (and re-teach) desired behaviors.
4. Be Consistent!
In your classroom and building
5. Be Engaging
6. Address Academic Deficits
Include Topics of Interest
Evidence Based Academic Practices
*Tier 1- Quality Instruction for All
*Tier 2- Small Group Instruction
*Tier 3- Intensive Small Group Instruction
* Six Steps: Develop Background
Knowledge, Discuss It, Model It,
Memorize It, Support It, Establish
* Small Direct Instruction Reading Intervention tn
Evidence Based Behavioral Practices
* Level 1- Non-Verbal
* "Teacher Look"
* Proximity Control
* Sign Language
* Written or Picture Cue
* Inattention Prevention
*Level 2- Verbal
* Broken Record
* 30 Second Reminder
Peia Oakes, W., Harris, P., & Churley Barr, L. (n.d.). Supplemental Reading Instruction for Young Students with Behavioral Risk Factors. Beyond Behavior, 11-18.
*Youtube videos are property of the creators, however, are not able to be cited in Prezi.
Dhaem, J. (2012). Responding to Minor Misbehavior through Verbal and Nonverbal Responses. Beyond Behavior, 21(3), 29-34.
Functional Behavior Assessment
1. ID Problem Behavior
2. Define Problem Behavior
3. Define Replacement Behavior
4. Collect Data
5. Analyze Data
6. Determine the Function of the Behavior
Behavior Intervention Plan
1. Determine Environmental Adjustments
2. Identify and Teach Skills
3. Track the Efficacy of the Intervention
The IRIS Center for Training Enhancements. (2009). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved on [March 1, 2015] from http://iris.peabody.vanderbilt.edu/module/fba/