About The Book

Teaching Students with Emotional and Behavioral Disabilities provides a comprehensive resource for preservice and in-service educators to teach and support academic, social, and behavioral development. The text focuses on implementation of evidence-based interventions, strategies, and practices. Dedicated chapters address quality service delivery models including individual, classroom, and school-wide supports. In addition, academic intervention chapters concentrate on reading, mathematics, writing, and study skills. Finally, the book includes step-by-step directions for conducting Functional Behavior Assessments (FBA), developing Behavior Intervention Plans (BIP), and monitoring student progress.  The book will serve as a valuable reference for educators supporting students with challenging behaviors.

Key Features

  • Case studies written by PreK-12 practitioners based on their experiences supporting students with emotional and behavioral disorders
  • Numerous worksheets and examples to support implementation of evidence-based practices
  • Accessible and consistent format across all chapters
  • Pedagogical aids reinforce understanding: chapter objectives, key terms, chapter summaries, discussion questions, and lists of additional resources and readings
  • A PluralPlus companion website with instructor resources including PowerPoints, test banks, and sample class activities and student resources including links to videos, online learning modules, and printable forms

About The Authors

Brittany L. Hott, PhD, is an Associate Professor of Special Education in the Department of Educational Psychology at the University of Oklahoma. Her research interests include assessment, measurement, and evaluation in rural special education. Prior to entering higher education, Dr. Hott served as a teacher for students with emotional and behavioral disabilities and as an administrator for the Virginia Department of Correctional Education. Dr. Hott is a multiple Ironman finisher and Boston Marathon qualifier.

Kathleen M. Randolph, EdD, 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. Prior to entering higher education, she was a special education teacher and administrator in Pittsburgh, PA and delivered professional development in Broward County, FL. She enjoys spending time with her family and coaching softball in her spare time

Lesli Raymond, MS, has worked in education for the past 25 years as both a teacher and educational diagnostician. Her research interests include nterventions for teaching students with disabilities, including 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.

Table Of Contents

Preface
Acknowledgements
Contributors

Reviewers

Chapter 1. Teaching Students with Emotional and Behavioral Disabilities

Key Vocabulary
Learning Objectives
Introduction

Social Maladjustment
Comorbidity/Comorbid Disabilities
Learning Disability
Autism Spectrum Disorder
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
Person-First Language
Calculating Disproportionality
Determining Social Maladjustment

References

Chapter 2. Educating Students with EBD within Schoolwide Systems of Support
With Contributions from Jennifer Sears

Key Vocabulary
Learning Objectives
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
Resources
References
Appendicies

Chapter 3. Service Delivery

Key Vocabulary
Learning Objectives
Introduction
What Drives Services for Students with EBD?
Free and 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
Appendicies

Chapter 4. Mathematics Strategies and Interventions

Key Vocabulary
Learning Objectives
Introduction
Challenges in Teaching Math to Students with EBD

        Case Study–Secondary

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
Nonverbal 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
Appendicies

Chapter 5. Writing Interventions
With Contributions from Nelly Kaakaty 

Key Vocabylary
Learning Objectives
Introduction
Self-Regulated Strategy Development
Persuasive Writing

        POW+TREE
Goal Setting and Self-Regulation

Expository Writing

        Writing in Content Areas
Journal Writing
Learning Logs

Narrative Writing

        Case Study

Descriptive Writing
Chapter Summary
Discussion Questions
Resources
References
Appendicies

Chapter 6. Reading Strategies and Interventions

Key Vocabulary
Learning Objectives
Introduction
Challenges in Teaching Reading to Students with EBD

        Case Study

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
Appendicies

Chapter 7. Study Skills

Key Vocabulary
Learning Objectives
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
With Contributions from Brianna Joseph

Key Vocabulary
Learning Objectives
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
Appendices

Chapter 9. Student-Directed Behavioral Interventions
With Contributions from Lauren Berlingo

Key Vocabulary
Learning Objectives
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
Appendicies

Chapter 10. Peer-Directed Behavioral Interventions
With Contributions from Kelly B. Kearney

Key Vocabulary
Learning Objectives
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

Resources
References
Appendicies

Chapter 11. Functional Behavior Assessment
With Contributions from Sarah Heiniger

Key Vocabulary
Learning Objectives
Introduction

        Case Study–Elementary

What Makes a Good FBA?

        Case Study–Secondary

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
Evaluate the FBA
How to Read an FBA
Case Study – Elementary – Function
Case Study – Secondary – Function

Chapter Summary

        Discussion Questions

References
Appendicies

Chapter 12. Behavior Intervention Planning
With Contributions from Sarah Heiniger

Key Vocabulary
Learning Objectives
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 and 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
Appendices

Chapter 13. Progress Monitoring: Assessment and Measurement
With Contributions from Wilhelmina Van Dijk and Nicolette M. Grasley-Boy

Key Vocabulary
Learning Objectives
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
Daily Behavior Report Cards
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
Appendices

Index

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