Teaching Students with Emotional and Behavioral Disorders in General and Special Education Classrooms / Edition 1

Teaching Students with Emotional and Behavioral Disorders in General and Special Education Classrooms / Edition 1

by Mitchell L. Yell, James G. Shriner, Nancy G. Meadows, Erik Drasgow, Nancy Meadows
     
 

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ISBN-10: 0130968234

ISBN-13: 9780130968234

Pub. Date: 08/15/2007

Publisher: Pearson

Evidence Based Practices for Educating Students with Emotional and Behavioral Disorders, 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 EBD to succeed in the classroom. The text is

Overview

Evidence Based Practices for Educating Students with Emotional and Behavioral Disorders, 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 EBD to succeed in the classroom. 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, collectively to inform their future teaching decisions, all for the benefit of the EBD students they are privileged to teach.

Special Features of this new text include:

· 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.

· Coverage of what it means to use evidence-based practices and strategies for behavior management will 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

· 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.

Product Details

ISBN-13:
9780130968234
Publisher:
Pearson
Publication date:
08/15/2007
Series:
Pearson Custom Education Series
Edition description:
Older Edition
Pages:
484
Product dimensions:
7.90(w) x 9.90(h) x 0.70(d)

Table of Contents

Chapter 1 Introduction to Emotional and Behavioral Disorders

Definition of EBD

Classification of Students with EBD

Prevalence of EBD

Characteristics of Students with EBD

History and Development of the Field

Conceptual Models

Causal and Risk Factors

Interventions for Students with EBD

Placement Options for Students with EBD

Alternative Education Programs

Juvenile Justice

Mental Health

Chapter 2 Legal Issues in Educating Students with Emotional and Behavioral Disorders

The Individuals with Disabilities Education Act

Disciplining Students with EBD

Managing Student Records

Reporting Suspected Child Abuse and Neglect

Teacher Liability for Student Injury and Misconduct

Chapter 3 Assessment of Students with Emotional and Behavioral Disorders

The Individuals with Disabilities Education Act and Assessment

Assessing Students in Special Education

Assessment and Intervention

Accountability in Special Education

Chapter 4 Applied Behavior Analysis

History of ABA

Characteristics of ABA

Principles of Behavior

Applying the Principlies of Behavior

Defining and Describing Behavior

Assessing Behavior

Recording Systems

Graphing Data and Making Instructional Decisions

Using Positive Reinforcement to Change Behavior

Programming for Generalization

Chapter 5 Functional Behavior Assessments and Behavior Intervention Plans

The Basis of FBA and Behavior Intervention Plans

FBA

Generic Methods for Completing an FBA

Experimental Methods

Positive Behavior Support and Behavior Intervention Plans

Characteristics of Behavior Intervention Plans

Building Positive Behavior Intervention Plans

Implementation Fidelity

Data Collection

Crisis Management

Chapter 6 Cognitive Behavioral Interventions

Cognitive Behavioral Interventions

Effectiveness of Cognitive Behavioral Interventions

Procedures of Cognitive Behavioral Interventions

Self Management Based Interventions

Verbal Mediation Based Interventions

Implementing Cognitive Behavioral Interventions

Generalization of Cognitive Behavioral Interventions

Chapter 7 Social Skills Instruction

Formal Instruction of Social Skills

Social Skills Assessment

Informal Instruction of Social Skills

Social Competence and Social Skills

Social Competence and Students with EBD

Encouraging Proscocial Behaviors Through Informal Procedures

Chapter 8 Meeting the Needs of Students with EBD Through Collaborative Teaming

Collaboration and Teaming: What Is It?

Types of Collaborative Teams

Collaborative Teaming: Why Do It?

Collaborative Teaming: How Do You Create an Effective Collaborative Team?

Collaborative Teaming: Who Is Involved?

Family and School Collaboration

Chapter 9 Developing Educationally Meaningful and Legally Sound Individualized Education Programs

Legal Requirements

Problems in IEP Development

The IEP Planning Process

Implementing the IEP

Reviewing and Revising the IEP

Developing Educationally Meaningful and Legally Sound IEPs

Chapter 10 School-Wide Positive Behavior Support

The Need of School-Wide Positive Behavior Support

The Components of School-Wide Positive Behavior Support

Positive Behavior Support and the Total School System

Implementing a System of School-Wide Positive Behavior Support

School-Wide Positive Behavior Support and Academic Achievement

School-Wide Positive Behavior Support and the Law

Chapter 11 Classroom and Behavior Management I: Preventing Problem Behavior in the Classroom

The Classroom Management Problem

Prevention and Classroom Management

Proactive vs. Reactive Classroom Management

The Primary Components of a Proactive Classroom Management System

Developing and Implementing a Proactive Classroom Management System

Chapter 12 Classroom and Behavior Management II: Responding to Problem Behavior

The Nature of Problem Behavior

Ineffective Responding to Problem Behavior

Principles to Follow When Responding to Problem Behavior

Levels of Responding to Problem Behavior

Developing Crisis Management Plans

An Algorithm for Responding to Problem Behavior

Chapter 13 Classroom and Behavior Management III: Intervening with Problem Behavior

Consideration When Intervening to Address Problem Behavior

Behavior Enhancement Interventions

Behavior Reduction Interventions

Chapter 14 Teaching Students with Emotional and Behavioral DisordersI: Effective Teaching

Do Teachers of Students with EBD Use Effective Instructional Strategies?

Principles of Effective Instruction

Maintaining Effectiveness

Chapter 15 Teaching Students with Emotional and Behavioral Disorders II: Evidence-Based Instructional Procedures and Students with EBD

Teaching Reading

Teaching Writing

Teaching Mathematics

Teaching Study Skills

Chapter 16 Teaching Students with Emotional and Behavioral Disorders III: Planning Instruction and Monitoring Student Performance

The Nature of Instructional Planning

Planning What to Teach

Planning How to Teach

Monitoring Student Performance

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