Jan 18, 2016
Sample Presentation Introduction of a student: Jenny D.
Teaching Method: Bi-Polar Rating Scale
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
Continued Oppositional defiant disorders
Conduct disorder
Schizophrenia
Behavioral Characteristics of EBD
Externalizing behaviors Aggression Acting out Noncompliant behaviors
Internalizing behaviors Withdrawal Depression Anxiety Obsessions Compulsions
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
Determining the Presence
Rating scales, personality inventories, and observations They did not always follow the IDEA definition
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
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
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
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
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
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