Stress and Anger Management
The ultimate goal in teaching the students with EBD to control their emotions and behaviors is to develop self-regulationand self-management skills. When students have self-management skills, they are able to demonstrate responsible and independent behaviors for the future or be able to use generalization. They will learn to self-monitor and know to check in with themselves when their behaviors may become inappropriate, regardless of whether they are alone or with others. Students can then practice self-evaluation through utilization of the CBI steps they have learned and take corrective steps where required. They will know when and how to change behavior before it becomes a problem and inappropriate.
Group Therapy
Often, programs for students with EBD have a therapeutic element included with the academics. If the teacher is the one delivering this element, the group instruction for behaviors might fall under the social skills area because behaviors affect the social realm.
The therapeutic process and techniques take place within the theoretical perspective of the leader trained in a specific style or philosophy of human behavior, resulting in verbal or physical approaches to therapy. The basic assumption in group therapy is that, with the guidance of the leader, participants learn about their feelings and attitudes from interacting with other group members and, with support of the group, learn appropriate behaviors. Common components found in all the approaches include: “(a) insight or self-understanding, (b) learning from interpersonal interaction, (c) acceptance, (d) self-disclosure, (e) catharsis (a release from tension), (f) guidance, (g) vicarious learning, and (h) altruism” (Newcomer, 1993, p. 445).
Collaboration
It is not only the students who require training in the CBI techniques and strategies; the staff and others involved with the student need to have the same information and to collaborate as a team. These people are the mandated team required by IDEA and may include additional professionals if necessary for the assured success of the student. As defined in the textbook, the team is “… anyone who has a contribution to make and information to share related to the task facing the team should be a member” (Yell, et al., 2009, p. 168).
Collaboration needs to be present between the special education teacher and aides, administrators, and regular teachers, parents, or guardians, and any contributing outside agencies. The more consistent the approach, the more likely the student will experience success. Successful collaboration requires successful communication and frequent monitoring for success. There must be commitment, skills, trust, and respect for all members, and the student needs to be one of those members, as they get older. Transition mandates that the student is included in the planning of their IEP when they are 16 years old. However, considering research has shown that beginning at an earlier age can produce more success; it is pertinent to include them at a younger age.
Conclusion
Lack of successful appropriate behaviors and social skills often accompany lack of academic success. Students with EBD tend to have poor external and internal personal skills and do not always enjoy friendships and positive self-esteem. Through CBI training, self-monitoring, increased success, and continued practice, the student with EBD can reverse all those areas. The long-term outcomes can be more positive and they can be more independent and successful due to the CBI interventions, social skills training, and collaboration of the staff when they were in school.
References
Newcomer, P.L. (2002). Understanding and teaching emotionally disturbed children and adolescents. Pro-ed, Austin, Texas.
Yell, M. L, Meadows, N. B., Drasgow, E., & Shriner, J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders.
Upper Saddle River, NJ: Merrill/Pearson.
Preventions and Strategies for Students With EBD
Introduction
Characteristics of effective teachers are the same in classrooms with or without students with disabilities. As previously discussed, those basic effective principles include dealing with problem behaviors directly and rapidly. However, they should also involve specific, more in-depth approaches for academic instruction. Effective teachers participate in ongoing professional development by keeping current with the newest research, associating with other professionals, and attending educational conferences.
Principles and Instructional Plans
Lesson plans need to be made with the student’s individualized education plan (IEP) goals in mind along with their academic level and learning style, social skill and behavioral assessment. Lesson plans provide a combination of what to teach and how to teach it. There exists a wide variety of skill levels present in the classroom. How to teach includes incorporation of the principals of effective teaching, which include:
1. Maximize Academic Engaged Time. Efficient use of time, positive reinforcement, and allowances for learning style preferences can increase retention.
2. Ensure High Rates of Academic Responding. Increasing student involvement with responses also increases time on-task and decreases problematic behaviors.
3. Maximize the Amount of Content Covered. Teachers can designate more time for areas they deem problematic for the students.
4. Match Assignments to Student Ability. To reduce avoidance-type behaviors, learning tasks must be commensurate with students’ levels of ability.
5. Teach Academic Content Explicitly. Teachers are active in showing the students through demonstration, examples, and visuals, and allow students more practice.
6. Scaffold Student Instruction. More support is provided while the student is learning the concept or skill.
7. Use Direct Instruction. Researched-based practice has been shown to improve achievement of skills and knowledge.
8. Monitor Student Progress. Ongoing progress monitoring ensures proper pacing and increments of instruction, thus improving acquisition and mastery of skills.
Cooperative Learning and Peer Tutoring
Typically, positive, proactive teaching techniques can deter unwanted behaviors in the classroom. Allowing students to work in groups or with another peer can encourage positive behaviors and academic success. However, this approach can also promote inappropriate responses, so it is vital that the teacher is well aware of the behavioral limitations of each student. The best cooperative learning environments depend on the teacher’s knowledge of each student’s strengths and weaknesses, behavioral patterns, and social skills. Overall, cooperative learning environments create a varied and positive learning experience for children. However, there may be times that the student will be more successful working independently.
Peer mediation techniques are referred to by several different names such as peer monitoring, peer tutoring, peer partners, etc., and can be effective in most academic settings when implemented correctly. For example, it can be effective to have a somewhat older student come in from another classroom to work with younger or lower-performing students.
Conclusion
Emotional and behavioral disorder (EBD) students with primary characteristics often face lower academic success and social failure. Yell, Meadows, Drasgow, and Shriner (2009) suggest a systematic, empirical approach to instructional design combined with effective teaching principles to help ensure student success. Successful teachers who endorse effective instructional techniques and take opportunities to improve their repertoire of knowledge and teaching techniques have a better chance of having academically successful students.
References
Yell, M. L, Meadows, N. B., Drasgow, E., & Shriner, J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders.
Upper Saddle River, NJ: Merrill/Pearson.
http://www.honorlevel.com/proactive-discipline.html http://www.honorlevel.com/proactive-discipline.html
http://www.teachnology.com/tutorials/teaching/fba/ http://cecp.air.org/fba/problembehavior3/intro3.htm
