1. Students with Emotional/Behavior Disorders

2. Sample Presentation Introduction of a student: Jenny D.
Teaching Method: Bi-Polar Rating Scale

3. Emotional Characteristics of EBD
Anxiety Disorder
Separation anxiety
Generalized anxiety disorder
Phobia
Panic disorder
Obsessive-compulsive disorder
Post-Traumatic stress disorder
Mood disorder
Depression
Suicide
Bipolar Disorder

4. Continued Oppositional defiant disorders Conduct disorder
Schizophrenia

5. Behavioral Characteristics of EBD
Externalizing behaviors
Aggression
Acting out
Noncompliant behaviors
Internalizing behaviors
Withdrawal
Depression
Anxiety
Obsessions
Compulsions

6. Cognitive and Academic Characteristics of EBD
Below grade level in reading, math and writing
Rated low on self-control socials skills measures
Higher rates of being held back in grade
Many have expressive and/or receptive language disorders

7. Determining the Presence
Rating scales, personality inventories, and observations
They did not always follow the IDEA definition

8. Determining Supplementary Aids and Services
Classwide, peer-assisted, self-management
Students learn how to define self-management and why it is effective
Explore how it might benefit them
Learn the relationship among antecedents, specific behaviors, and the consequences
Discuss how to respond appropriately and inappropriately
Reverse-role tutoring
Using students with emotional or behavioral disorders as tutors to nondisabled peers

9. Planning for UDL Use a computer with word processing software
Reduces frustration
Increases students’ willingness to edit and correct their work
Results in clean legible products
Talking word processors, alphabetical keyboards, or word prediction software may allow for less frustration when writing

10. Planning for Other Educational Needs
More than half drop out of high school
Statistics two years later show low employment rate for dropouts
Reasons for dropout rate
Several interventions have been identified to reduce the dropout rates

11. Preventing Dropouts Establish a student advisory program
Establish and involve students in extracurricular activities
Systematically monitor risk factors associated with dropping out
Develop “schools within schools” or smaller units
Establish school-to-work programs
Engaged in community based learning
Use the “check and connect” strategy
Provide vocational education

12. Measuring Students’ Progress
Master learning (or mastery training)
Frequently assess students’ mastery of content, determining whether to move on to the next concept
To monitor mastery, effective teachers will:
Ask questions of the whole class
Using a cooperative learning strategy such as “think-pair-share”
Social Skills
Use the social skills rating system
Socio-metric rating for rankings

13. Making Accommodations for Assessment
Students in alternative school settings need to progress in the general education curriculum so that they may return to their neighborhood schools
Students with EBD may be more likely to have difficulty with testing, due to heightened anxiety
Appropriate testing accommodations include:
Extended time for testing
Individual test administration
Breaks during testing