Understanding and Supporting Students With Emotional and Behavioral Disorders

by Vern Jones, Ph.D. Lewis & Clark College

and Al William Greenwood, Ph.D.

Preface

Purpose

This book was written on behalf of students who experience social, emotional, and behavior problems that negatively impact their school success. Compared with students with other disabilities, students with emotional and behavioral disorders (EBD) make limited academic progress, have high rates of disciplinary actions, and experience serious problems after they leave school. We have spent our careers committed to creating school and treatment settings that enable these students to have much more positive and successful educational experiences that allow them to become productive citizens.

Audience

This book is written for individuals who are seeking to advance their knowledge and skills in supporting students with EBD. This includes professionals currently working with students with EBD and those who are involved in coursework to develop skills and professional licenses to serve this student population.

Overview of the Book

In this book, we present the knowledge and skills that are essential for effectively supporting students with EBD. These include understanding the key concepts involved in developing effective supports, understanding the developmental factors that underlie the behaviors that cause students to be identified as EBD, methods for creating school and classroom settings that provide support for students developing essential academic and behavior skills, a variety of methods to support individual students in developing desired behaviors, and an understanding of how to develop a specialized program.

Chapter 1: Key Concepts and Assumptions Related to Effective Support for Students With Emotional and Behavioral Disorders

Chapter Outcomes

At the end of this chapter, the reader will be able to:

• Outline the current state of affairs in supporting students with emotional and behavioral disorders (EBD).
• Understand the key factors influencing an educator’s ability to support students with EBD in becoming successful learners.
• Describe the key assumptions that support effective school-based supports for students with EBD.

Assumption 1: When Developing Methods to Support Students With EBD, Incorporate a Wide Evidence Base

Methods used to support students with EBD will be most effective when they are founded on research-based evidence.

Assumption 2: An Understanding of the Complex Factors That Contribute to EBD Helps Educators Develop Effective Supports

To effectively support this population, educators must understand the unique developmental histories, psychological and neurobiological factors, and their environment.

Assumption 3: All School Staff Assigned to Work With Students With EBD Face Challenges and Require Broad-Based Support

Teachers need ongoing support through access to skilled consultation, opportunities for team building, and support in addressing the complex needs of students.

Assumption 4: Support for Students With EBD Begins With Strong Administrative Leadership

Effective leadership actively develops mechanisms that support both staff and students, creating clear procedures for decision-making regarding students with EBD.

Assumption 5: Methods That Support All Students Also Benefit Students With EBD

All students benefit from educational practices that foster a supportive community where students feel valued and motivated to learn.

Chapter 2: Developing a Foundational Understanding of Emotional and Behavioral Disorders

This chapter discusses the complex nature of behavior associated with EBD and emphasizes the importance of understanding risk and protective factors for behavioral and educational outcomes.

Chapter 3: Developing Relationships That Support Students With EBD

Importance of Educator–Student Relationships

This chapter presents methods for developing strong, supportive relationships between educators and students with EBD, including effective communication and trust-building techniques.

Chapter 4: Developing Behavior Standards and Increasing Students’ Motivation to Learn

This chapter discusses strategies for creating effective behavior standards and procedures that motivate students with EBD to engage in meaningful learning.

Chapter 5: Responding Effectively to Disruptive Behavior

This chapter provides methods for responding effectively to disruptive or defiant behaviors in the classroom, including preventive and initial interventions.

Chapter 6: Developing Individualized Behavior Support Plans: Planning for Student Success

Chapter 7: Social–Emotional Learning Methods for Supporting Student Success

Understanding Social–Emotional Learning

This chapter discusses the importance of social-emotional learning (SEL) competencies in supporting students with EBD and provides detailed strategies for effective implementation.

Chapter 8: Developing an Effective Program for Students Identified as EBD

This chapter outlines the essential components of effective specialized programs for students identified as EBD, highlighting the necessity of integration across social and academic supports.

About the Authors

Vern Jones, Ph.D.: Emeritus Professor of Education at Lewis & Clark College, with extensive experience in supporting students with EBD.

Al Greenwood, Ph.D.: A licensed psychologist and consultant for school districts on special education issues, program development, and best practices for supporting students with EBD.