Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders

This new text for Emotional and Behavioral Disorder Methods courses aids its readers to become the most effective teachers of students with emotional and behavioral disorders (EBD). The authors demonstrate how using only evidence-based educational practices will enable students with emotional and behavioral disorders to succeed in the classroom, becoming the best version of themselves. The text is a "how-to" for future teachers on planning, organizing, delivering individualized academic and behavior programming, and collecting data on their student's actual performance in the classroom to inform their future teaching and classroom decisions, all for the benefit of the EBD students they are privileged to teach. Highlights of this First Edition... An overview of the foundations of the field of Emotional and Behavioral Disorders equips students with the necessary background of the disorders to prepare them for the remaining content in the text and the experiences they will encounter in their future classrooms and work with EBD students. Content coverage in this section includes: the characteristics of students with EBD, assessment, the law, applied behavior analysis, positive behavior support, cognitive behavioral intentions, and social skills training.Coverage of what it means to use evidence-based practices and strategies for behavior managementwill help readers understand and learn to implement these techniques for classroom success.Discussion of the best academic interventions for students with EBD helps readers review the principles of effective instruction and gain knowledge of the most current research in the field of EBD. The authors emphasize the underlying focus of how important it is for teachers to plan instruction and to collect individual data for monitoring each students' progress in the classroom.Throughout the text, readers will learn how the law affects and influences teaching strategy, aiding reader understanding that implementing only the best classroom practices, strategies, and procedures supported by current research is mandated by legislation, specifically "No Child Left Behind" and the "Individuals with Disabilities Act." Cover 1 Title Page 4 Copyright Page 5 ABOUT THE AUTHORS 8 ACKNOWLEDGMENTS 22 Contents 12 Preface 22 Part I: Foundations 24 CHAPTER 1 INTRODUCTION TO EMOTIONAL AND BEHAVIORAL DISORDERS 26 Definition of EBD 27 Classification of Students with EBD 28 Prevalence of EBD 29 Characteristics of Students with EBD 29 History and Development of the Field 31 Conceptual Models 32 Causal and Risk Factors 33 Interventions 35 Placement Options for Students with EBD 40 Alternative Education Programs 41 Juvenile Justice 41 Mental Health 43 Chapter Summary 45 CHAPTER 2 LEGAL ISSUES IN EDUCATING STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS 46 The Individuals with Disabilities Education Act 47 Section 504 and the Americans with Disabilities Act 56 Disciplining Students with EBD 60 Managing Student Records 67 Reporting Suspected Child Abuse and Neglect 69 Supervising Students with Disabilities 71 Addressing Bullying of Students with Disabilities 73 Chapter Summary 76 CHAPTER 3 ASSESSMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS 78 IDEA and Assessment 79 Assessing Students in Special Education 82 Assessment and Intervention 85 Chapter Summary 95 CHAPTER 4 APPLIED BEHAVIOR ANALYSIS 96 History 96 Characteristics of ABA 97 Principles of Behavior 98 Applying the Principles of Behavior 107 Defining and Describing Behavior 108 Assessing Behavior 110 Recording Systems 110 Graphing Data and Making Instructional Decisions 113 Using Positive Reinforcement to Change Behavior 120 Programming for Generalization 123 Chapter Summary 125 CHAPTER 5 FUNCTIONAL BEHAVIORAL ASSESSMENTS, BEHAVIOR INTERVENTION PLANS, AND THE COLLECTION OF DATA ON STUDENT PROGRESS 126 The Bases of Functional Behavioral Assessments and Behavior Intervention Plans 126 Functional Behavioral Assessment 129 Conducting the Functional Behavioral Assessment 130 Indirect Methods 131 Positive Behavior Support and Behavior Intervention Plans 142 Characteristics of Behavior Intervention Plans 145 Using the Competing Behavior Model to Build Positive Behavior Intervention Plans 145 Implementation Fidelity 151 Data Collection 152 Crisis Management 152 Chapter Summary 153 CHAPTER 6 COGNITIVE BEHAVIORAL INTERVENTIONS 156 Cognitive Behavioral Interventions 157 Effectiveness of Cognitive Behavioral Interventions 157 Procedures of Cognitive Behavioral Intervention 159 Implementing Cognitive Behavioral Interventions 183 Generalization of Cognitive Behavioral Interventions 185 Chapter Summary 186 CHAPTER 7 SOCIAL SKILLS INSTRUCTION 188 Formal Social Skills Instruction 188 Informal Social Skills Instruction 198 Chapter Summary 209 CHAPTER 8 DEVELOPING EDUCATIONALLY MEANINGFUL AND LEGALLY SOUND INDIVIDUALIZED EDUCATION PROGRAMS 210 Legal Requirements 211 Problems in IEP Development 214 The IEP Planning Process 216 Implementing the IEP 229 Reviewing and Revising the IEP 229 Developing Educationally Meaningful and Legally Sound IEPs 230 Completing the IEP 236 Chapter Summary 237 Part II: Classroom and Behavior Management 238 CHAPTER 9 CLASSROOM AND BEHAVIOR MANAGEMENT I: PREVENTING PROBLEM BEHAVIOR IN THE CLASSROOM 240 The Classroom Management Problem 240 Prevention and Classroom Management 242 Proactive Versus Reactive Classroom Management 243 Primary Components of a Proactive Classroom Management System 244 Developing and Implementing a Proactive Classroom Management System 256 Chapter Summary 264 CHAPTER 10 CLASSROOM AND BEHAVIOR MANAGEMENT II: RESPONDING TO PROBLEM BEHAVIOR 266 The Nature of Problem Behavior 266 Ineffective Responding to Problem Behavior 267 Principles to Follow in Responding to Problem Behavior 270 Responding to Problem Behavior 275 Developing Crisis Management Plans 283 An Algorithm for Responding to Problem Behavior 283 Chapter Summary 285 CHAPTER 11 CLASSROOM AND BEHAVIOR MANAGEMENT III: INTERVENING WITH PROBLEM BEHAVIOR 286 Considerations When Intervening to Address Student Problem Behavior 287 Behavior Enhancement Principles 288 Behavior Enhancement Interventions 290 Behavior Reduction Procedures 308 Behavior Reduction Interventions 309 Administrative and Legal Guidelines When Using Behavior Reduction Interventions 320 Chapter Summary 322 Part III: Teaching Students with EBD 324 CHAPTER 12 TEACHING STUDENTS WITH EBD I: EFFECTIVE TEACHING 326 Do Teachers of Students with EBD Use Effective Instructional Strategies? 327 Principles of Effective Instruction 328 Maintaining Effectiveness 344 Chapter Summary 347 CHAPTER 13 TEACHING STUDENTS WITH EBD II: EVIDENCE-BASED INSTRUCTIONAL PROCEDURES 350 Teaching Reading 351 Teaching Writing 359 Teaching Mathematics 364 Teaching Study Skills 378 Chapter Summary 387 CHAPTER 14 TEACHING STUDENTS WITH EBD III: PLANNING INSTRUCTION AND COLLECTING DATA TO MONITOR STUDENT PERFORMANCE 388 The Nature of Instructional Planning 389 Planning What to Teach 389 Planning How to Teach 390 Using the Systematic Teaching and Recording Tactic 391 Monitoring Student Progress 396 Modifying Instruction Using START 408 Chapter Summary 409 Appendix: Psychopharmacological Medications 410 References 412 Name Index 444 A 444 B 444 C 444 D 445 E 445 F 445 G 446 H 446 I 446 J 446 K 447 L 447 M 447 N 448 O 448 P 448 Q 448 R 448 S 449 T 449 U 449 V 450 W 450 X 450 Y 450 Z 450 Subject Index 452 A 452 B 452 C 453 D 455 E 455 F 456 G 456 H 456 I 457 J 457 K 458 L 458 M 458 N 458 O 459 P 459 Q 460 R 460 S 461 T 464 U 465 V 465 W 465 X 465 Y 465 Z 465