Teaching Students with Emotional and Behavioral Disabilities provides a comprehensive resource for preservice and in-service educators to teach and support academic, social, and behavioral development. The text focuses on implementation of evidence-based interventions, strategies, and practices. Dedicated chapters address quality service delivery models including individual, classroom, and school-wide supports. In addition, academic intervention chapters concentrate on reading, mathematics, writing, and study skills. Finally, the book includes step-by-step directions for conducting Functional Behavior Assessments (FBA), developing Behavior Intervention Plans (BIP), and monitoring student progress. The book will serve as a valuable reference for educators supporting students with challenging behaviors. Key Features Case studies written by PreK-12 practitioners based on their experiences supporting students with emotional and behavioral disorders Numerous worksheets and examples to support implementation of evidence-based practices Accessible and consistent format across all chapters Pedagogical aids reinforce understanding: chapter objectives, key terms, chapter summaries, discussion questions, and lists of additional resources and readings A PluralPlus companion website with instructor resources including PowerPoints, test banks, and sample class activities and student resources including links to videos, online learning modules, and printable forms Review: "Expertly written, organized and presented, Teaching Students with Emotional and Behavioral Disabilities will serve as a valuable reference for educators supporting students with challenging behaviors and is an especially and unreservedly recommended addition to school district, college and university library Teacher Education and Classroom Management collections and supplemental studies curriculum reading lists." —Library Bookwatch (May 2021) Table of Contents: Preface Acknowledgements Contributors Reviewers Chapter 1. Teaching Students with Emotional and Behavioral Disabilities Key Vocabulary Learning Objectives Introduction Social Maladjustment Comorbidity/Comorbid Disabilities Learning Disability Autism Spectrum Disorder Attention-Deficit/Hyperactivity Disorder Intellectual Disability Communication Disorders Rationale for Inclusive Education Evidence-Based Practices Disproportionality Disproportionality versus Overrepresentation Determining Disproportionality Theories Behind Disproportionality Risk Factors Federal Laws Educational Placement Impact of EBD Recommendations to Address Disproportionality Culturally Responsive Teaching Implementation of RtI Practices Universal Screening Classroom Contexts Chapter Summary Discussion Questions Resources Evidence Based Practices Person-First Language Calculating Disproportionality Determining Social Maladjustment References Chapter 2. Educating Students with EBD within Schoolwide Systems of Support With Contributions from Jennifer Sears Key Vocabulary Learning Objectives Introduction Differentiated Instruction Implementing Differentiated Instruction Universal Design for Learning Engagement Representation Action and Expression Implementing UDL Differentiated Instruction and Universal Design for Learning Response to Intervention Tier 1 – Core Instruction Tier 2 – Targeted Support Tier 3 – Intensive Intervention Child Study Positive Behavioral Interventions and Supports Tier 1 Tier 2 Tier 3 Chapter Summary Discussion Questions Resources References Appendicies Chapter 3. Service Delivery Key Vocabulary Learning Objectives Introduction What Drives Services for Students with EBD? Free and Appropriate Public Education Least Restrictive Environment Service Delivery Options Inclusion Co-Teaching Resource Room Center-Based Schools Specially Designed Instruction Classroom Management Related Services for Students with EBD Speech-Language Pathology Physical and Occupational Therapy Counseling Services Mental Health Services Related Legislation Family Involvement in the IEP and Service Delivery Process Barriers to Collaboration with Parents Communication with Parents Beyond the IEP Proportional Approaches to Service Delivery Case Study–Elementary Case Study–Secondary Chapter Summary Discussion Questions Resources References Appendicies Chapter 4. Mathematics Strategies and Interventions Key Vocabulary Learning Objectives Introduction Challenges in Teaching Math to Students with EBD Case Study–Secondary Components of Effective Math Instruction for Students with EBD Direct, Explicit, and Systematic CRA Sequence Daily Review and Repeated Practice Scaffolded Support Verbal Responses Choral Responses Think-Pair-Share Nonverbal Responses Written Responses Guided Notes Pair and Write and Peer Guided Pause Chalk Talk Action Responses Touching Pointing Hand Signals Case Study Math Interventions and Strategies for Students with EBD Basic Numeracy Interventions and Strategies Computation and Math Fact Fluency Interventions and Strategies Self-Mediated Interventions and Strategies Checklists Self-Evaluation/Self-Instruction Errorless Learning Worksheet Cover-Copy-Compare Taped Problems Folding-In Technique Peer-Mediated Interventions and Strategies Teacher-Mediated Interventions and Strategies Mnemonics Computer-Assisted Instruction Problem Solving Interventions and Strategies Using and Connecting Visual Representations Mnemonics Metacognitive Strategies Schema-Based Instruction QAR Strategy Enhanced Anchored Instruction Algebra and Geometry Interventions and Strategies Mnemonics Chapter Summary Discussion Questions Resources References Appendicies Chapter 5. Writing Interventions With Contributions from Nelly Kaakaty Key Vocabylary Learning Objectives Introduction Self-Regulated Strategy Development Persuasive Writing POW+TREE Goal Setting and Self-Regulation Expository Writing Writing in Content Areas Journal Writing Learning Logs Narrative Writing Case Study Descriptive Writing Chapter Summary Discussion Questions Resources References Appendicies Chapter 6. Reading Strategies and Interventions Key Vocabulary Learning Objectives Introduction Challenges in Teaching Reading to Students with EBD Case Study Components of Effective Reading Instruction for Students with EBD Peer Mediated Interventions Reading Interventions and Strategies for Students with EBD Strategies and Interventions for Alphabetics Phonemic Awareness Phonological Awareness Phonological Awareness Training for Reading Stepping Stones to Literacy K- and First-Grade PALS Phonics Multi-Sensory Instruction Peer-Assisted Learning Strategies Systematic Instruction in Phonological Awareness, Phonics, and Sight Words Strategies and Interventions for Fluency Repeated Reading Choice with Antecedent Instruction and Reward Corrective Reading Peer-Assisted Learning with Self-Graphing Great Leaps Helping Early Literacy with Practice Strategies Read Naturally Strategies and Interventions for Comprehension Vocabulary Text Comprehension Story Mapping TWA-WS Miscellaneous Strategies and Interventions Read 180 SELF Sonday System Chapter Summary Discussion Questions Resources References Appendicies Chapter 7. Study Skills Key Vocabulary Learning Objectives Introduction Explicit Instruction Time On-Task Success Content Instructional Grouping Scaffolding Knowledge Teaching and Learning Routines Setting Goals Teaching Students How to Study Notecards Note Taking Study Groups Strategy Instruction Evidence-Based Practices Learning Styles – A Myth Case Study–Elementary Case Study–Secondary Chapter Summary Discussion Questions Resources References Chapter 8. Teacher-Directed Behavioral Interventions With Contributions from Brianna Joseph Key Vocabulary Learning Objectives Introduction Data Collection Formal Assessments Antecedent-Behavior-Consequence Positive Behavioral Interventions and Supports Replacement Behaviors Environmental Arrangements Classroom Expectations Procedures and Routines Behavior Contracts Behavior Specific Praise Opportunities to Respond Negative Reinforcement Levels of Reinforcement Extinction Punishment Response Cost Time-Out Token Systems Group Contingencies Case Studies Case Study–Elementary Case Study– Secondary 1 Case Study–Secondary 2 Chapter Summary Discussion Questions Resources References Appendices Chapter 9. Student-Directed Behavioral Interventions With Contributions from Lauren Berlingo Key Vocabulary Learning Objectives Introduction Self-Management Emotion Identification Elementary Charts Traffic Light Strategy Emotion Regulation Choice Board Hot Card Whoops! Card Pass Positive Self-Talk Self-Monitoring Tracking System Check-In, Check-Out Goal Setting Case Study–Elementary Case Study–Secondary Chapter Summary Discussion Questions Resources References Appendicies Chapter 10. Peer-Directed Behavioral Interventions With Contributions from Kelly B. Kearney Key Vocabulary Learning Objectives Introduction Social Skills Advantages of Peer-Directed Behavioral Interventions Types of Peer-Directed Behavioral Interventions Peer Modeling Peer Initiation Training Video Modeling Peer Tutoring Peer Assisted Learning Strategies (PALS) Literacy Based Behavioral Intervention (LBBI) I’ve Picked a Peer-Directed Behavioral Intervention - Now What? Case Study Chapter Summary Discussion Questions Resources References Appendicies Chapter 11. Functional Behavior Assessment With Contributions from Sarah Heiniger Key Vocabulary Learning Objectives Introduction Case Study–Elementary What Makes a Good FBA? Case Study–Secondary The Functional Assessment Process Gathering Information Case Study – Elementary – Record Review Case Study – Secondary – Record Review Case Study – Elementary – Interview Case Study – Secondary – Interview Writing the FBA Observable and Measurable Evaluate the FBA How to Read an FBA Case Study – Elementary – Function Case Study – Secondary – Function Chapter Summary Discussion Questions References Appendicies Chapter 12. Behavior Intervention Planning With Contributions from Sarah Heiniger Key Vocabulary Learning Objectives Introduction Plan Development Social Validity Summarize the FBA Case Study – Elementary – FBA Summary Case Study – Secondary – FBA Summary Starting the BIP Process Example of Competing Behavior Pathway Completed for Xavier Acceptable Alternatives to the Problem Behavior Hypothesis Testing Intervention Planning Problem Behavior Reduction Strategies Differential Reinforcement DRO DRA and DRI DRL Case Study – Elementary – Differential Reinforcement Case Study – Secondary – Differential Reinforcement Introduction to Replacement Behavior Schedules of Reinforcement Case Study – Elementary – Replacement Behavior Plan Writing Goals Case Study – Elementary – Goals Plan Implementation Monitoring Progress Plan Evaluation Chapter Summary Discussion Questions References Appendices Chapter 13. Progress Monitoring: Assessment and Measurement With Contributions from Wilhelmina Van Dijk and Nicolette M. Grasley-Boy Key Vocabulary Learning Objectives Introduction Case Study Collecting Behavioral Data Direct Observation of Specific Behaviors Benefits Barriers Daily Behavior Report Cards Benefits Barriers Norm-Referenced Rating Scales and Permanent Products Benefits Barriers Examples of Behavioral Data Collection Systems Paper and Pencil Daily Behavior Report Cards Electronic Academic Progress Standardized Tests: Norm-Referenced Tests and Computer Adaptive Testing Norm-Referenced Tests Computer Adapted Tests Curriculum-Based Measures Implementation Fidelity Observation of Implementation Fidelity Direct Assessment Indirect Assessment What Type of Data to Collect? Choosing Implementation Fidelity Measures Existing Measures Making Your Own Measures Graphing Progress Monitoring Data Manual Graphing Electronic Graphing Chapter Summary Discussion Questions References Appendices Index About the Authors:
Brittany L. Hott, PhD, is an Associate Professor of Special Education in the Department of Educational Psychology at the University of Oklahoma. Her research interests include assessment, measurement, and evaluation in rural special education. Prior to entering higher education, Dr. Hott served as a teacher for students with emotional and behavioral disabilities and as an administrator for the Virginia Department of Correctional Education. Dr. Hott is a multiple Ironman finisher and Boston Marathon qualifier. Kathleen M. Randolph, EdD, 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. Prior to entering higher education, she was a special education teacher and administrator in Pittsburgh, PA and delivered professional development in Broward County, FL. She enjoys spending time with her family and coaching softball in her spare time Lesli Raymond, MS, has worked in education for the past 25 years as both a teacher and educational diagnostician. Her research interests include nterventions for teaching students with disabilities, including 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.
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