Teaching Students with Emotional and Behavioral Disorders

Brittany L. Hott, PhD is an Associate Professor of Special Education at the University of Oklahoma. She teaches assessment and interventions methods courses for the Department of Educational Psychology. Dr. Hott’s interests include school-based interventions, evidence-based practice, and single case research design. Dr. Hott is a multiple ironman finisher and Boston marathon qualifier.++++++++++++++++++++++++++++++++++++++++++++++++++++++Kathleen M. Randolph, PhD, 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. She enjoys running, coaching, and spending time with her family in her spare time.+++++++++++++++++++++++++++++++++++++For the past 25 years, Lesli Raymond, MS has worked as an educator in the same large, suburban school district she attended as a public school student. She currently works as an educational diagnostician at two elementary school campuses and has taught both general and special education at the elementary, middle, and high school levels. Her research interests include evidence-based interventions for teaching students with disabilities as well as 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.

Introduction
Contributors

Chapter 1. Teaching Students with Emotional and Behavioral Disabilities
Introduction

Social Maladjustment
CoMorbidity/CoMorbid Disabilities
Learning Disability
Autism Spectrum Disorder (ASD) 
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 Evidence-Based Practices
Person-First Language
Calculating Disproportionality
Determining Social Maladjustment

References

Chapter 2. Educating Students with EBD within School-wide Systems of Support
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
References
Appendix 2–1. Self-Monitored Behavior Chart 
Appendix 2–2. UDL Planning 
Appendix 2–3. UDL Lesson Plan 
Appendix 2–4. Child Study Team Process Step 1 
Appendix 2–5. Child Study Process Step 2 
Appendix 2–6. Child Study Process Step 3 
Appendix 2–7. Middle School Referral Form  
Appendix 2–8. Primary Referral Form  
Appendix 2–9. Intervention Plan and Documentation 
Appendix 2–10. Strategy and Intervention Record  
Appendix 2–11. PBIS Office Referral Minor Offense 
Appendix 2–12. PBIS Office Referral Major Offense  

Chapter 3. Service Delivery
Introduction
What Drives Services For Students With EBD?
Free 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
Appendix 3–1. Example of a Token Board for a Student with EBD in an Elementary Math Class
Appendix 3–2. Check Sheet for a High School Student with EBD 
Appendix 3–3. Home-School Communication Log 
Appendix 3–4. Example Documentation for Parent Contact

Chapter 4. Mathematics Strategies and Interventions
Introduction
Challenges in Teaching Math to Students with EBD
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
Non-Verbal 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
Appendix 4–1. Roll a Number! Recording Sheet  
Appendix 4–2. Toss it Recording Sheet  
Appendix 4–3. Generic Goal Setting Worksheet 
Appendix 4–4. Blank Goal Monitoring Worksheet 
Appendix 4–5. Group, Change, Compare 
Appendix 4–6. Schematic Diagrams for Four Problem Types 

Chapter 5. Writing Interventions 
Introduction
Self-Regulated Strategy Development (SRSD)
Persuasive Writing
    POW+TREE
    Goal Setting and Self-Regulation

Expository Writing
    Writing in Content Areas
    Journal Writing
    Learning Logs
Narrative Writing
Descriptive Writing
Chapter Summary
    Discussion Questions
Resources
References
Appendix 5–1. Positive Self Statement Sheet 
Appendix 5–2. POW+TREE Organizer 

Chapter 6. Reading Strategies and Interventions
Introduction
Challenges in Teaching Reading to Students with EBD
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
Appendix 6–1. Progression of Phonemic Awareness Tasks 
Appendix 6–2. A Story Map for Use with a Narrative Text 
Appendix 6–3. A Checklist for Students to Use When Implementing the TWA-WS Strategy 

Chapter 7. Study Skills
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
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
Appendix 8–1. Example Parent and Teacher Questionnaire 
Appendix 8–2. Event Recording Sample 
Appendix 8–3. Example Partial Interval Recording Form 
Appendix 8–4. Behavioral Contract 

Chapter 9. Student-Directed Behavioral Interventions
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
Appendix 9–1. Self Monitoring for Intermediate  
Appendix 9–2. Self Monitoring Chart Middle and High School 
Appendix 9–3. Kindergarten Pre-Made Goal Menu 
Appendix 9–4. Intermediate Goal Setting Weekly Chart 

Chapter 10. Peer-Directed Behavioral Interventions
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
References
Appendix 10–1. Generic Data Sheet 
Appendix 10–2. Generic Fidelity Sheet 
Appendix 10–3. Social Validity for Elementary School Students 
Appendix 10–4. Social Validity for Middle and High School Students 

Chapter 11. Functional Behavior Assessment
Introduction to Functional Behavior Assessment
    Case Study–Elementary
Case Study–Secondary
What Makes a Good FBA?
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
Objective
Clear
Concise
Setting/Environmental Variables
Case Study – Secondary – Environmental Variables & Setting Events
Setting
Antecedents
Consequences
Hypothesis of Behavioral Function
Case Study – Elementary – Function
Case Study – Secondary – Function
Evaluate the FBA
How to Read an FBA
Chapter Summary
Discussion Questions
References
Appendix 11–1. ICEL/RIOT Matrix 
Appendix 11–2. Record Review Template 
Appendix 11–3. Classroom Climate Survey 
Appendix 11–4. Checklist for Effective Instruction 
Appendix 11–5. Structured Interview 
Appendix 11–6. ABC Data Form 
Appendix 11–7. Frequency Data Collection Form  
Appendix 11–8. Duration Data Collection Form 
Appendix 11–9. Latency Data Collection Form  
Appendix 11–10. Intensity Data Collection Form 
Appendix 11–11. FBA Template 
Appendix 11–12. FBA Self Assessment 

Chapter 12. Behavior Intervention Planning
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 & 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
Appendix 12–1. BIP Template 
Appendix 12–2. Competing Behavior Pathway with Successive Approximations 
Appendix 12–3. BIP Action Plan 
Appendix 12–4. BIP Fidelity Checklist 

Chapter 13. Progress Monitoring: Assessment and Measurement
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
DBRCs
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
Appendix 13–1. CBM Tasks 
Appendix 13–2. Steps for Making Graphs by Hand 
Appendix 13–3. Steps for Making Graphs in Excel 

Index