Teaching Students with Emotional and Behavioral Disorders

Brittany L. Hott, PhD is an Associate Professor of Special Education at the University of Oklahoma. She teaches assessment and interventions methods courses for the Department of Educational Psychology. Dr. Hott’s interests include school-based interventions, evidence-based practice, and single case research design. Dr. Hott is a multiple ironman finisher and Boston marathon qualifier.++++++++++++++++++++++++++++++++++++++++++++++++++++++Kathleen M. Randolph, PhD, BCBA-D is an Assistant Professor at the University of Colorado Colorado Springs. Her research interests include coaching teachers to increase use of evidence-based practices in classroom management, applied behavior analysis, and support students with emotional and behavior disabilities in the general education classroom. She enjoys running, coaching, and spending time with her family in her spare time.+++++++++++++++++++++++++++++++++++++For the past 25 years, Lesli Raymond, MS has worked as an educator in the same large, suburban school district she attended as a public school student. She currently works as an educational diagnostician at two elementary school campuses and has taught both general and special education at the elementary, middle, and high school levels. Her research interests include evidence-based interventions for teaching students with disabilities as well as algebra readiness interventions for students with or at risk for mathematics disabilities. In her leisure time, Lesli enjoys visiting National Parks and camping with her husband and two teenage children.

• IntroductionContributorsChapter 1. Teaching Students with Emotional and Behavioral DisabilitiesIntroductionSocial MaladjustmentCoMorbidity/CoMorbid DisabilitiesLearning DisabilityAutism Spectrum Disorder (ASD) Attention Deficit Hyperactivity DisorderIntellectual DisabilityCommunication DisordersRationale for Inclusive EducationEvidence-Based PracticesDisproportionalityDisproportionality versus OverrepresentationDetermining DisproportionalityTheories Behind DisproportionalityRisk FactorsFederal LawsEducational PlacementImpact of EBDRecommendations to Address DisproportionalityCulturally Responsive TeachingImplementation of RtI PracticesUniversal ScreeningClassroom ContextsChapter SummaryDiscussion QuestionsResourcesEvidence Based Practices Evidence-Based PracticesPerson-First LanguageCalculating DisproportionalityDetermining Social MaladjustmentReferencesChapter 2. Educating Students with EBD within School-wide Systems of SupportIntroductionDifferentiated InstructionImplementing Differentiated InstructionUniversal Design for LearningEngagementRepresentationAction and ExpressionImplementing UDLDifferentiated Instruction and Universal Design for LearningResponse to InterventionTier 1 – Core InstructionTier 2 – Targeted SupportTier 3 – Intensive InterventionChild StudyPositive Behavioral Interventions and SupportsTier 1Tier 2Tier 3Chapter SummaryDiscussion QuestionsReferencesAppendix 2–1. Self-Monitored Behavior Chart Appendix 2–2. UDL Planning Appendix 2–3. UDL Lesson Plan Appendix 2–4. Child Study Team Process Step 1 Appendix 2–5. Child Study Process Step 2 Appendix 2–6. Child Study Process Step 3 Appendix 2–7. Middle School Referral Form  Appendix 2–8. Primary Referral Form  Appendix 2–9. Intervention Plan and Documentation Appendix 2–10. Strategy and Intervention Record  Appendix 2–11. PBIS Office Referral Minor Offense Appendix 2–12. PBIS Office Referral Major Offense  Chapter 3. Service DeliveryIntroductionWhat Drives Services For Students With EBD?Free Appropriate Public EducationLeast Restrictive EnvironmentService Delivery OptionsInclusionCo-TeachingResource RoomCenter-Based SchoolsSpecially Designed InstructionClassroom ManagementRelated Services for Students with EBDSpeech-Language PathologyPhysical and Occupational TherapyCounseling ServicesMental Health ServicesRelated LegislationFamily Involvement in the IEP and Service Delivery ProcessBarriers to Collaboration with ParentsCommunication with Parents Beyond the IEPProportional Approaches to Service DeliveryCase Study–ElementaryCase Study–SecondaryChapter SummaryDiscussion QuestionsResourcesReferencesAppendix 3–1. Example of a Token Board for a Student with EBD in an Elementary Math ClassAppendix 3–2. Check Sheet for a High School Student with EBD Appendix 3–3. Home-School Communication Log Appendix 3–4. Example Documentation for Parent ContactChapter 4. Mathematics Strategies and InterventionsIntroductionChallenges in Teaching Math to Students with EBDComponents of Effective Math Instruction for Students with EBDDirect, Explicit, and SystematicCRA SequenceDaily Review and Repeated PracticeScaffolded SupportVerbal ResponsesChoral ResponsesThink-Pair-ShareNon-Verbal ResponsesWritten ResponsesGuided NotesPair and Write and Peer Guided PauseChalk TalkAction ResponsesTouchingPointingHand SignalsCase StudyMath Interventions and Strategies for Students with EBDBasic Numeracy Interventions and StrategiesComputation and Math Fact Fluency Interventions and StrategiesSelf-Mediated Interventions and StrategiesChecklistsSelf-Evaluation/Self-InstructionErrorless Learning WorksheetCover-Copy-CompareTaped ProblemsFolding-in TechniquePeer-Mediated Interventions and StrategiesTeacher-Mediated Interventions and StrategiesMnemonicsComputer-Assisted InstructionProblem Solving Interventions and StrategiesUsing and Connecting Visual RepresentationsMnemonicsMetacognitive StrategiesSchema-Based InstructionQAR StrategyEnhanced Anchored InstructionAlgebra and Geometry Interventions and StrategiesMnemonicsChapter SummaryDiscussion QuestionsResourcesReferencesAppendix 4–1. Roll a Number! Recording Sheet  Appendix 4–2. Toss it Recording Sheet  Appendix 4–3. Generic Goal Setting Worksheet Appendix 4–4. Blank Goal Monitoring Worksheet Appendix 4–5. Group, Change, Compare Appendix 4–6. Schematic Diagrams for Four Problem Types Chapter 5. Writing Interventions IntroductionSelf-Regulated Strategy Development (SRSD)Persuasive WritingPOW+TREEGoal Setting and Self-RegulationExpository WritingWriting in Content AreasJournal WritingLearning LogsNarrative WritingDescriptive WritingChapter SummaryDiscussion QuestionsResourcesReferencesAppendix 5–1. Positive Self Statement Sheet Appendix 5–2. POW+TREE Organizer Chapter 6. Reading Strategies and InterventionsIntroductionChallenges in Teaching Reading to Students with EBDComponents of Effective Reading Instruction for Students with EBDPeer Mediated InterventionsReading Interventions and Strategies for Students with EBDStrategies and Interventions for AlphabeticsPhonemic AwarenessPhonological AwarenessPhonological Awareness Training for ReadingStepping Stones to LiteracyK- and First-Grade PALSPhonicsMulti-Sensory InstructionPeer Assisted Learning StrategiesSystematic Instruction in Phonological Awareness, Phonics, and Sight WordsStrategies and Interventions for FluencyRepeated ReadingChoice with Antecedent Instruction and RewardCorrective ReadingPeer-Assisted Learning with Self-GraphingGreat LeapsHelping Early Literacy with Practice StrategiesRead NaturallyStrategies and Interventions for ComprehensionVocabularyText ComprehensionStory MappingTWA-WSMiscellaneous Strategies and InterventionsRead 180SELFSonday SystemChapter SummaryDiscussion QuestionsResourcesReferencesAppendix 6–1. Progression of Phonemic Awareness Tasks Appendix 6–2. A Story Map for Use with a Narrative Text Appendix 6–3. A Checklist for Students to Use When Implementing the TWA-WS Strategy Chapter 7. Study SkillsIntroductionExplicit InstructionTime On-TaskSuccessContentInstructional GroupingScaffoldingKnowledgeTeaching and Learning RoutinesSetting GoalsTeaching Students How to StudyNotecardsNote TakingStudy GroupsStrategy InstructionEvidence-Based PracticesLearning Styles – A MythCase Study–ElementaryCase Study–SecondaryChapter SummaryDiscussion QuestionsResourcesReferencesChapter 8. Teacher-Directed Behavioral InterventionsIntroductionData CollectionFormal AssessmentsAntecedent-Behavior-ConsequencePositive Behavioral Interventions and SupportsReplacement BehaviorsEnvironmental ArrangementsClassroom ExpectationsProcedures and RoutinesBehavior ContractsBehavior Specific PraiseOpportunities to RespondNegative ReinforcementLevels of ReinforcementExtinctionPunishmentResponse CostTime-OutToken SystemsGroup ContingenciesCase StudiesCase Study–Elementary Case Study– Secondary 1Case Study–Secondary 2Chapter SummaryDiscussion QuestionsResourcesReferencesAppendix 8–1. Example Parent and Teacher Questionnaire Appendix 8–2. Event Recording Sample Appendix 8–3. Example Partial Interval Recording Form Appendix 8–4. Behavioral Contract Chapter 9. Student-Directed Behavioral InterventionsIntroductionSelf-ManagementEmotion IdentificationElementaryChartsTraffic Light StrategyEmotion RegulationChoice BoardHot CardWhoops! CardPassPositive Self-TalkSelf-MonitoringTracking SystemCheck-In, Check-OutGoal SettingCase Study–ElementaryCase Study–SecondaryChapter SummaryDiscussion QuestionsResourcesReferencesAppendix 9–1. Self Monitoring for Intermediate  Appendix 9–2. Self Monitoring Chart Middle and High School Appendix 9–3. Kindergarten Pre-Made Goal Menu Appendix 9–4. Intermediate Goal Setting Weekly Chart Chapter 10. Peer-Directed Behavioral InterventionsIntroductionSocial SkillsAdvantages of Peer-Directed Behavioral InterventionsTypes of Peer-Directed Behavioral InterventionsPeer ModelingPeer Initiation TrainingVideo ModelingPeer TutoringPeer Assisted Learning Strategies (PALS)Literacy Based Behavioral Intervention (LBBI)I’ve Picked a Peer-Directed Behavioral Intervention - Now What?Case StudyChapter SummaryDiscussion QuestionsReferencesAppendix 10–1. Generic Data Sheet Appendix 10–2. Generic Fidelity Sheet Appendix 10–3. Social Validity for Elementary School Students Appendix 10–4. Social Validity for Middle and High School Students Chapter 11. Functional Behavior AssessmentIntroduction to Functional Behavior AssessmentCase Study–ElementaryCase Study–SecondaryWhat Makes a Good FBA?The Functional Assessment ProcessGathering InformationCase Study – Elementary – Record ReviewCase Study – Secondary – Record ReviewCase Study – Elementary – InterviewCase Study – Secondary – InterviewWriting the FBAObservable and MeasurableObjectiveClearConciseSetting/Environmental VariablesCase Study – Secondary – Environmental Variables & Setting EventsSettingAntecedentsConsequencesHypothesis of Behavioral FunctionCase Study – Elementary – FunctionCase Study – Secondary – FunctionEvaluate the FBAHow to Read an FBAChapter SummaryDiscussion QuestionsReferencesAppendix 11–1. ICEL/RIOT Matrix Appendix 11–2. Record Review Template Appendix 11–3. Classroom Climate Survey Appendix 11–4. Checklist for Effective Instruction Appendix 11–5. Structured Interview Appendix 11–6. ABC Data Form Appendix 11–7. Frequency Data Collection Form  Appendix 11–8. Duration Data Collection Form Appendix 11–9. Latency Data Collection Form  Appendix 11–10. Intensity Data Collection Form Appendix 11–11. FBA Template Appendix 11–12. FBA Self Assessment Chapter 12. Behavior Intervention PlanningIntroductionPlan DevelopmentSocial ValiditySummarize the FBACase Study – Elementary – FBA SummaryCase Study – Secondary – FBA SummaryStarting the BIP ProcessExample of Competing Behavior Pathway Completed for XavierAcceptable Alternatives to the Problem BehaviorHypothesis TestingInterventionPlanningProblem Behavior Reduction StrategiesDifferential ReinforcementDRODRA & DRIDRLCase Study – Elementary – Differential ReinforcementCase Study – Secondary – Differential ReinforcementIntroduction to Replacement BehaviorSchedules of ReinforcementCase Study – Elementary – Replacement Behavior PlanWriting GoalsCase Study – Elementary – GoalsPlan ImplementationMonitoring ProgressPlan EvaluationChapter SummaryDiscussion QuestionsReferencesAppendix 12–1. BIP Template Appendix 12–2. Competing Behavior Pathway with Successive Approximations Appendix 12–3. BIP Action Plan Appendix 12–4. BIP Fidelity Checklist Chapter 13. Progress Monitoring: Assessment and MeasurementIntroductionCase StudyCollecting Behavioral DataDirect Observation of Specific BehaviorsBenefitsBarriersDaily Behavior Report CardsBenefitsBarriersNorm-Referenced Rating Scales and Permanent ProductsBenefitsBarriersExamples of Behavioral Data Collection SystemsPaper and PencilDBRCsElectronicAcademic ProgressStandardized Tests: Norm-Referenced Tests and Computer Adaptive TestingNorm-Referenced TestsComputer Adapted TestsCurriculum-Based MeasuresImplementation FidelityObservation of Implementation FidelityDirect AssessmentIndirect AssessmentWhat Type of Data to Collect?Choosing Implementation Fidelity MeasuresExisting MeasuresMaking Your Own MeasuresGraphing Progress Monitoring DataManual GraphingElectronic GraphingChapter SummaryDiscussion QuestionsReferencesAppendix 13–1. CBM Tasks Appendix 13–2. Steps for Making Graphs by Hand Appendix 13–3. Steps for Making Graphs in Excel Index