Teaching Students With Emotional Or Behavior Problems

The number of students being diagnosed with or suspected of having an Emotional/Behavioral disability is rapidly increasing, especially for African-American students and in students at younger ages. The U.S. Department of Education reports that an African American child is one and a half times more likely to be placed in a classroom for children with emotional disturbances than a White child (Children’s Defense Fund, 2011). I have observed that many of these students are often disengaged during literacy instruction. As a result, these students present literacy inadequacies in addition to behavioral challenges. Incorporating culturally responsive pedagogy and interventions across all content areas increases a student’s ability to comprehend texts. In addition to implementing research–based academic instruction, cultural instructional modifications, adequate teacher preparation for teaching EBD students, engaging classroom behavior management for teachers of students with Emotional/Behavioral disability, contribute to the literacy growth of EBD students.

conduct to meet the expectations of the classroom. However, “ ...findings expound on the fact that there is an increase in the number of mainstreamed students who are diagnosed with emotional behavior disorders (EBD) and that teachers are not always trained to deal

At times, parents report that students with brain disorders are being excluded from extracurricular activities, being sent home repeatedly for safety reasons, or placed in a more “restrictive “class setting for his or her abilities. All students deserve a chance to show their skill in a classroom, instead of immediately being place in a “lower level” class. “The most common neurological condition that occurs in school is epilepsy. Because it often occurs in childhood, epilepsy is likely the most common neurological condition encountered by teachers”(Barnett). Students should talk to their neurologist or counselor to provide a special plan to follow in case of seizures, anxiety attacks, or mental breakdowns in school. This will reduce the anxiety

The IDEA lists 13 different disability categories which children and young adults aged 3-year-olds to 21-year-olds may be eligible for services. Emotional disturbance is one of the 13 disability categories under the IDEA and is the label Sarah was served under. Under the IDEA, emotional disturbance means a condition revealing inability to learn which cannot be clarified by other factors; difficulty building or maintaining reasonable interpersonal relationships with classmates and teachers; unsuitable types of conduct or emotions under ordinary conditions; and general persistent mood of unhappiness or depression.). Sarah met three criteria to be served under the ED label which included her 4 years of behaviors out of the norm, the severity of

Wally had been identified as a student with Emotional Behavior Disorders (EBD) upon enrolling to kindergarten. He has attended 7 schools throughout his educational career due to his behavioral issues as well as his family moving. During this time frame various strategies have been implemented to determine the most appropriate learning environment for Wally.

In this mock IEP meeting, we examine John Grohman from Kelsey Elementary School. John is a 2nd grade student who has Asperger’s Syndrome. He is a student who has extreme behavioral problems. John’s parents are extremely concerned about his behavior at home and at school. In this mock IEP, we look at John from his parents, special education teacher, administrator, general education teacher, and evaluator; to get a better picture of what is needed to help John be successful.

Which is why the Individualized Education Program was created in the late 1970’s. IEP’s provide children with ASD proper personalized learning strategies they need in order to achieve academically. With this program enacted, psychologists, behavioral analysts and doctors began researching the topic of autism and studying how children with ASD learn. They slowly began coming up with effective methods of how to teach children with ASD and how to help these children learn at their highest potential. These methods included DDT, PECS and PRT which have been applied, analyzed and refined over the years to create evidence based techniques that result in the most effective ways

There are four main factors of emotional and behavioral disorders; biological disorders and diseases, pathological family relationships, undesirable experiences at school, and negative cultural influences. Most students with EBD fall into the normal IQ range, but EDB can prevent students from performing their best. They are smarter than their tests show, but their disability holds them back from showing us their potential on said tests. EBD individuals normally have aggressive behavior and act out, as well as being immature, withdrawn

Students with EBD have the poorest outcomes compared to their typical peers and other students with disabilities (Kauffman & Landrum, 2012; Wagner & Cameto, 2004; Villarreal, 2015). These students have low academic achievement in school that directly affects their life outcomes. Several dropout of school and others end up in the juvenile system (Kauffman & Landrum, 2012; Wagner & Cameto, 2004). Research has indicated the school to prison pipeline is a trend with students identified with EBD due to the lack of engagement in school, poor relationships, and high suspension rate (Tobin & Vincent, 2011; Wagner & Cameto, 2004). Due to the poor relationships students with EBD develop with peers and teachers directly effects their outcomes (Kauffman

D.B. is a male student in seventh grade. He has displayed behavioral issues since he started at the local special education cooperative. In 2003, at the age of three months, he was referred to the Infant-Toddler Program, he was born with spina bifida. During 2008, D.B. was referred to the Behavior Assessment Intervention Team (BAIT) for observation and behavioral strategies. In the Fall of 2011, he meets criteria for Pervasive Developmental Disorder-NOS (Atypical Autism) and Disruptive Behavior Disorder. When creating instruction and assignments for D.B, movement and easy to understand instruction must be done. He receives special education services under Other Health Impaired category. He spends 300 minutes a day in the resource room receiving

EBD students are taught alternative or competing response that interfere with opportunities for unwanted behaviors. If a student with EBD already has an alternative response then they can add it to their repertoire, it can be strengthened, as they are to use the wanted behavior. A key point to note is that an EBD student using alternate response training must be able to self-monitor (Yell, Meadows, Drasgow & Shriner,

Autism Spectrum Disorder is not curable but it can be controlled using a certain type of treatments. There are various types of treatments used by parental, caregiver and clinical. The treatments can be separated into behavior and communication approaches, medication and complementary and alternative medicine. Applied behavioral analysis is a treatment approach that is used in many schools and treatment clinics (Foxx, 2008). There are different types of ABA and one of it is early intensive behavioral intervention (EIBI). EIBI is the most effective treatment used for young children from birth to 3 years old as the services consist of treatments to assist the child to talk, walk and interact with others (Matson & Goldin, 2014). Discrete trials teaching (DTT) is one of the key teaching methods in EIBI. An efficient approach for teaching children with ASD has been shown by DTT and it plays an important role in language, social and academic skills. DTT has a sequence of discrete learning units that allows the skills to broken down into smaller units when teaching a new skill. DTT consist of three-term possibilities,

Effective instruction for students with EBD requires consistency in delivering, monitoring, and adapting instruction beyond what is often feasible in a regular classroom. Because of these challenges, it is understandable that when working with students with EBD in general education settings, teachers rarely modify their instruction (Gunter, Kenton- Denny, & Venn, 2000; Landrum et al., 2003; Levy & Chard, 2001). The purpose of the present article is to present teachers with a repertoire of evidence-based strategies that

Another comparison of externalized and internalized behaviors is the causal factors consistent to students with EBD problems. The causes of EBD and associated behaviors have been attributed to four major factors which include biological, family, school, and culture. Similar to the comorbidity of externalizing and internalizing behaviors, causal factors are often combined rather than singular in theory of origin. There is no conclusive evidence that one of these factors is directly attributed to the behavior disorder, but some factors give a student a predisposition to exhibit problem behavior, and others might precipitate or trigger it. Behavior can be influenced by genetic, neurological, or biochemical factors, or a combination of these. There is an affiliation between body and behavior; therefore, it seems reasonable to analyze some kind of biological causal factors for externalizing and internalizing behaviors of students with EBD. It is well known that prenatal exposure to alcohol or drugs can contribute to various types of disability, including EBD; but it is hardly possible to assess

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.