Overview

Teaching Students with Emotional and Behavioral Disorders 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 EBD 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

Full Product Details

Author:   Brittany L. Hott ,  Kathleen M. Randolph ,  Lesli Raymond
Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
ISBN:  

9781635502251

ISBN 10:   163550225
Pages:   326
Publication Date:   02 November 2020
Audience:   College/higher education ,  Adult education ,  Undergraduate ,  Further / Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

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Author Information

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.

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