Creating Effective Programs for Students with Emotional and Behavior Disorders: Interdisciplinary Approaches for Adding Meaning and Hope to Behavior Change Interventions / Edition 1by Vern Jones, Elizabeth Dohrn, Cory Dunn
This exiting new book provides special educators, school psychologists, and others responsible for programs for students serving students with EBD with specific methods, supported by sound research and proven by practice, for developing or improving services to this student population. While several current books provide excellent discussions/b>/b>… See more details below
This exiting new book provides special educators, school psychologists, and others responsible for programs for students serving students with EBD with specific methods, supported by sound research and proven by practice, for developing or improving services to this student population. While several current books provide excellent discussions concerning characteristics of students with EBD and describe some methods that have been effective in helping these students improve their behavior, this is the only book to provide a thorough, comprehensive examination of concepts and strategies needed to effectively develop and implement a program for this student population. special educators, school psychologists, therapists.
Table of ContentsEvery chapter concludes with “Summary.”
I. KEY ISSUES AND UNDERSTANDINGS RELATED TO ASSISTING STUDENTS WITH EMOTIONAL AND BEHAVIORAL PROBLEMS.
1. Overview of Problems and Issues in Serving Students with Emotional and Behavior Disorders in School Settings.
How students with behavior problems impact the educational system.
The increasing number and severity of students experiencing behavior problems.
The exclusiveness of settings in which students with EBD are served and lack of success with this student population.
The shortage of teachers skilled to serve students with EBD.
Stress and attrition among teachers who serve students with EBD.
Supporting educators who work with students with EBD.
A continuum of services for students with EBD.
Three levels of interventions.
Key components in effective programs for students with EBD.
Conceptual framework for the book.
2. Psychological Development of Students with EBD.
Basic developmental needs.
Factors influencing children's ability to develop positive personal skills.
Behavior characteristics of students with EBD.
II. DEVELOPING POLICIES AND PROCEDURES TO REDUCE SPECIAL EDUCATION REFERRALS AND INSURE APPROPRIATE ELIGIBILITY AND PLACEMENT DECISIONS.
3. Procedures for Preventing Unnecessary Referrals and Determining Eligibility as EBD.
Preventing behavior problems and inappropriate referrals.
Common features of schoolwide systems that implement a curriculum of responsibility to support positive behavior for all students.
A school plan for preventing and responding to disruptive student behavior.
Issues in Determining Eligibility as EBD.
The process of determining EBD eligibility.
Developing an IEP for a student identified as EBD.
Writing behavior IEP goals.
III. CREATING POSITIVE CLASSROOM COMMUNITIES THAT FACILITATE ACADEMIC AND SOCIO-EMOTIONAL GROWTH FOR STUDENTS WITH EBD.
4. Creating Supportive Adult-Student and Peer Relationships.
The importance of positive adult-student relationships in classrooms for students with EBD.
Staff roles for teams serving students with EBD.
Concerns regarding adult-student relationships in classrooms serving students with EBD.
Developing healthy, supportive adult-student relationships in classrooms for students with EBD.
Creating positive peer relationships in the classroom.
5. Developing Behavior Standards and Responding to Violations of These Standards.
Developing classroom behavior standards (rules).
Developing classroom procedures/routines.
Reinforcing students for following agreed upon behavioral standards.
Responding effectively to disruptive behavior.
Procedures for responding to common rule violations.
Using problem solving and conflict resolution.
Implementing a points and levels system.
Disciplinary exclusion for students identified as EBD.
6. Instructional Approaches for Serving Students with EBD.
Academic problems experienced by students with EBD.
Understanding student motivation.
Helping students understand the learning process.
Incorporating real-world learning into the academic program.
Effective curriculum and instruction for students with EBD.
IV. DEVELOPING INTERDISCIPLINARY AND INTERAGENCY INTERVENTIONS TO ASSIST STUDENTS WITH EBD.
7. Developing Individualized Behavior Intervention Plans.
The functional behavior assessment process.
Conducting a functional behavior assessment.
Developing a behavior intervention plan.
Methods for helping students develop and/or utilize skills for behaving in a more responsible, appropriate manner.
Implementing A behavior intervention plan.
8. Interventions Addressing Students' Developmental/Clinical Issues.
The mental health aspect of students with emotional and behavior problems.
Life space crisis intervention.
Structured programs for assisting students in understanding and modifying their thinking errors.
Incorporating groups into an EBD classroom.
Using medication with students with EBD.
9. Collaborating with Families and Social Service Agencies.
Working with Families.
Interagency collaboration: a system of care approach.
A summative case study.
Directions for the Future.
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