Creating A Safe Environment (Solar, E., 2011)
- maintain a structured environment that minimizes disruptive behaviors and promotes learning (i.e. clear expectations and guidelines with understood consequences; expectations consistent across all classrooms if possible; implementation of routines and class procedures)
- comfortable learning atmosphere (i.e. walls decorated with pictures, posters, class work, etc.; tables or groups of desks to encourage collaboration)
"The classroom is an extension of the teacher" (Solar, E., 2011, pg.43).
Developing Trusting Relationships (Solar, E., 2011)
o Playing cards or puzzles with students (puzzles are a great way to help develop problem solving skills, teamwork skills, and social skills!)
o Listening! Listen and hear what your students have to say about their perspectives and experiences; as someone with an emotional or behavioral disorder, their experiences are likely to be different than your own, so it is important to value their perspectives (Solar, E., 2011, 42).
- Get to know your students and let them get to know you. Teachers can foster trusting relationships by giving their students opportunities to get to know them. This can be as easy as
o Playing cards or puzzles with students (puzzles are a great way to help develop problem solving skills, teamwork skills, and social skills!)
o Listening! Listen and hear what your students have to say about their perspectives and experiences; as someone with an emotional or behavioral disorder, their experiences are likely to be different than your own, so it is important to value their perspectives (Solar, E., 2011, 42).
- Indulge your students' questions even if they may sound flippant or sarcastic. Students with EBD often want deeper answers rather than dismissive ones that are only meant to appease them (Solar, E., 2011, 42).
- Encourage students in a positive way
- Develop relationships with parents/guardians – they are their child’s advocate in the community; help them to be
o Maintain regular contact (i.e. weekly email or telephone call, monthly meetings, etc.)
o Positive reports – share something positive with parents about your interactions with their child
o Document problem behaviors
- Help students to develop coping skills and strategies to process incoming stimuli in positive ways, which in turn can help students develop motivation, perseverance and self-efficacy
- Some skill sets and strategies include:
o Writing or drawing his or her feelings if a confidant is not around
o Letting the student know that he/she can check in with you from time to time
o Asking him or her what is the best way to interact with him or her
o Provide him or her with a safe place to relax
o Helping him or her find ways to manage stress
o Reinforcing his or her choices
- Our goal as teachers is to help our students "realize that they are contributors to their ‘life circumstances not just products of them’” (Solar, E., 2011, 42-43).
Making the Curriculum Accessible (Smith, D.D., Tyler, N.C., 2010)
o Self-regulation strategies (i.e. self-monitoring, self-instruction, self-reinforcement, goal setting, etc.)
o Peer tutoring
o Story mapping
o Modeling
o Repeated readings
o Mnemonics
o Teaching skills necessary to abide by classroom and social rules (e.g. hand raising, waiting for one’s turn to speak, etc.)
o Using systematic screen tools to assess if students may be at risk of developing EBD § Systematic Screening for Behavior Disorders (for more information, see: http://www.nhcebis.seresc.net/universal_ssbd)
§ Student Risk Screening Scale (for more information and downloadable scale, see: http://miblsi.cenmi.org/MiBLSiModel/Evaluation/Measures/StudentRiskScreeningScale.aspx)
§ Strengths and Difficulties Questionnaire (for downloadable questionnaire, see: http://www.sdqinfo.org/py/sdqinfo/b3.py?language=Englishqz(USA))
o Integrating the teaching of empathy, social skills, and problem solving strategies into the general curriculum
o Understanding that basic academic and social demands may be difficult or frustrating for some students
IEPs, Behavioral Intervention Plans and Function Behavioral Assessments (Smith, D.D., Tyler, N.C., 2010)
http://www.caineassociates.com/snap-read-p-1318.html
https://www.youtube.com/watch?v=DPUM8QQAGTg
o Newsela – articles provided at various reading levels:
http://newsela.com/
- Students with EBD often struggle academically; some validated instructional methods include:
o Self-regulation strategies (i.e. self-monitoring, self-instruction, self-reinforcement, goal setting, etc.)
o Peer tutoring
o Story mapping
o Modeling
o Repeated readings
o Mnemonics
- Additional, explicit instructional accommodations may be necessary, such as:
o Teaching skills necessary to abide by classroom and social rules (e.g. hand raising, waiting for one’s turn to speak, etc.)
o Using systematic screen tools to assess if students may be at risk of developing EBD § Systematic Screening for Behavior Disorders (for more information, see: http://www.nhcebis.seresc.net/universal_ssbd)
§ Student Risk Screening Scale (for more information and downloadable scale, see: http://miblsi.cenmi.org/MiBLSiModel/Evaluation/Measures/StudentRiskScreeningScale.aspx)
§ Strengths and Difficulties Questionnaire (for downloadable questionnaire, see: http://www.sdqinfo.org/py/sdqinfo/b3.py?language=Englishqz(USA))
o Integrating the teaching of empathy, social skills, and problem solving strategies into the general curriculum
o Understanding that basic academic and social demands may be difficult or frustrating for some students
IEPs, Behavioral Intervention Plans and Function Behavioral Assessments (Smith, D.D., Tyler, N.C., 2010)
- Many students with EBD have a behavioral intervention plan as part of their IEP (Individual Education Plan). A Behavioral Intervention Plan is an individualized plan that looks at the reasons or triggers for undesirable behaviors with the goal of decreasing these behaviors and meeting the needs of the student.
- This plan is based on a Functional Behavioral Assessment, which seeks to identify why certain "target" behaviors occur. If a parent or teacher identifies a problem "target" behavior, he or she may conduct a functional behavior assessment, which involves documenting the "antecedent conditions (things that come before the behavior) that set the stage for the target behavior (e.g. disruption) to occur and the consequences (things that come after the target behavior happens) that keep the target behavior going" (Smith, D.D.,Tyler, N.C., 2010, p.253). A hypothesis is then formed regarding the function of the target behavior (i.e. why the behavior occurs).
- As a part of the intervention, the teacher(s) and/or parent(s) help to teach the student a new "replacement" behavior that helps the student to satisfy the function of the target behavior. For instance, if Marissa's target behavior is to disrupt class when a task is too difficult, a replacement behavior could be to ask for help.
- Differentiated instruction is a validated instructional method and beneficial for all students, but particularly for students with EBD. Below are some helpful resources for differentiated reading:
http://www.caineassociates.com/snap-read-p-1318.html
https://www.youtube.com/watch?v=DPUM8QQAGTg
o Newsela – articles provided at various reading levels:
http://newsela.com/