Chapter 1 Key Concepts and Assumptions Related to Effective Support for Students With Emotional and Behavioral Disorders
Services and Levels of Success for Students With EBD
Key Assumptions Underlying Effective Support for Students With EBD
Assumption 1: When Developing Methods to Support Students With EBD, Incorporate a Wide Evidence Base
Assumption 2: An Understanding of the Complex Factors That Contribute to EBD Helps Educators Develop Effective Supports
Assumption 3: All School Staff Assigned to Work With Students With EBD Face Challenges and Require Broad-Based Support, Including Attention to Their Wellness
Assumption 4: Support for Students With EBD Begins With Strong Administrative Leadership
Assumption 5: Methods That Support All Students Also Benefit Students With EBD, and Many Methods Designed to Support Students With EBD Benefit All Students
Assumption 6: Language Educators Use About Students With EBD Impacts Decision Making, Behavior, and Effectiveness
Assumption 7: How Staff Members Use Control and Authority Impacts the Effectiveness of Their Support for Students With EBD
Assumption 8: Effective Schoolwide Student Management Based on a Tiered Approach Is Essential to Effectively Support Students With EBD
Assumption 9: It Is Important to Help Students With EBD Develop a Sense of Hope
Assumption 10: Students With EBD Need Schools and Classrooms That Reflect Trauma-Informed Thinking and Practices
Assumption 11: Effective Support for Students With EBD Begins With Teachers Skillfully Implementing a Wide Range of Classroom Management Methods
Assumption 12: Effective Support for Students With EBD Is Rooted in Function-Based Thinking
Assumption 13: Educators Are Most Successful in the Behavior Change Process When They Utilize a Framework Such as the BSP Process That Helps Them Approach Student Behavior Change in an Informed, Objective, and Systematic Fashion
Assumption 14: Interventions for Students With EBD Should Include Social–Emotional Learning
Assumption 15: Collaboration With Community Agencies Is an Essential Component of Effective Services for Students Identified as EBD
Assumption 16: Specialized Support for Students Identified as EBD Is Most Effective When It Incorporates All Components of an Effective Program
Case Study
Summary
References
Chapter 2 Developing a Foundational Understanding of Emotional and Behavioral Disorders
Appreciate the Complex Nature of Behavior Associated With EBD
Oversimplifying Behavior
Proactive and Reactive Approaches
Develop Accurate Conceptualizations
Utilize a Developmental Perspective
The Developmental Journey Involves Important Interactions
The Developmental Journey Involves Constant Change
Interactions and Conditions Have Multiple Levels of Impact
Interactions and Events Early in Development Are Important
Be Knowledgeable About Risk and Protective Factors
Understanding Risk and Protective Factors
Adverse Events as Risk Factors
Domains of Impact
Recognize Key Skill Deficits and Unique Characteristics of Students With EBD
Executive Function
Relationships
Social Cognition: Distortions and Misperceptions
Language and Communication
Individual Characteristics of Students With EBD
Use Methods and Practices That Facilitate Effective Supports
Understand and Utilize Mental Health Systems and Perspectives
Bridging the Gap: Similarities Between Education and Mental Health Systems
Important Concepts of Comorbidity and Shared Characteristics
Summary
Chapter 3 Developing Relationships That Support Students With EBD
The Importance of Educator–Student Relationships in Supporting Students With EBD
Research on the Importance of Educator–Student Relationships
Importance of Caring
Developing Trust
Methods for Developing Supportive Relationships With Students
Communicating Openly and Honestly With Students
Nonverbal Communication
Appropriate Communication
Responding Effectively to Students
Providing Behavior-Specific Feedback
Communicating High Expectations
Importance of Listening Skills
Attributing Student Behavior to Factors Educators Can Control
Creating Supportive Peer Relationships in the Classroom
Research on the Importance of Creating Supportive Peer Relationships
Understanding the Stages of Group Development
Helping Students Know Each Other
Establishing a Cohesive Group
Developing Supportive Relationships With Caregivers
Reaching Out to Develop Positive, Supportive Relationships With Caregivers
Keeping Caregivers Informed Regarding the Student’s Academic and Behavior Progress
Collaborating With Caregivers to Support the Student in Developing Improved Academic and Behavioral Skills
Modeling Calm, Supportive Responses to Caregivers’ Expressions of Concern
Providing Caregivers With Skills to More Effectively Support the Children in Their Care
Helping Caregivers Receive Support From Community Agencies
Summary
References
Chapter 4 Developing Behavior Standards and Increasing Students’ Motivation to Learn
Developing Clear and Effective General Classroom Behavior Standards and Procedures
Developing Behavior Standards
Developing Procedures and Routines
Role of Reinforcement in Supporting Productive Student Behavior
Procedures That Support Students With EBD
Increasing Students’ Motivation to Learn and Enhancing Their Academic Success
Understanding Issues Related to Motivating Students With EBD
Ensuring Students Understand the Learning Goals
Ensuring Students Understand the Procedures Associated With Each Instructional Activity
Helping Students Learn How to Learn
Incorporating Academic Goal Setting and Academic Self-Management
Incorporating Academic Choice
Involving Students in Peer Tutoring
Matching Instructional Methods and Cultural Styles
Actively Involving Students in the Learning Process
Incorporating Students’ Interests and Real-World Learning Into the Academic Program
Summary
References
Chapter 5 Responding Effectively to Disruptive Behavior
Methods for Responding Effectively to Disruptive or Defiant Behavior
General Concepts in Responding to Disruptive Student Behavior
Preventive Interventions
Chapter 6 Developing Individualized Behavior Support Plans: Planning for Student Success
Understanding the BSP Process
Initiating the BSP Process
Components of the BSP Process
BSP Components 1–7: The FBA
BSP Components 8–13: The BIP
Using the BSP Process Across a Continuum of Supports
Focusing on Classroom Environments
Implementing the BSP Process at All Three Tiers
Increasing the Effectiveness of the BSP Process
Increased Access to Training
Demystifying the BSP Process
Reducing Language Barriers
Summary
References
Chapter 7 Social–Emotional Learning Methods for Supporting Student Success
Understanding Social–Emotional Learning
Using Principles of Systematic Desensitization and Cognitive Restructuring to Assist Students in Adjusting to Stressful Situations
Reintegrating Students Into General Education Classrooms
Responding Effectively to a Substitute Teacher
Improving Test-Taking Skills
Summary
References
Chapter 8 Developing an Effective Program for Students Identified as EBD
Components of an Effective Specialized Program for Students Identified as EBD
Component 1: District-Adopted and Written EBD Program Entrance and Exit Criteria Exist
Component 2: Administrative Support Exists for the Program and Its Staff
Component 3: Effectively Written Behavior IEP Goals Are in Place for All Students in the Program
Component 4: Positive, Supportive Staff Model Effective Communication Skills in Their Interactions With Colleagues and Students
Component 5: Effective Classroom Management Methods and Skills Are Consistently Used
Component 6: A Procedure Is in Place for Assisting Students in Understanding and Reviewing Progress Toward Their Academic and Behavior Goals
Component 7: Social–Emotional Learning Is Integrated Into All Aspects of the Program
Component 8: Staff Utilize Curriculum and Instruction That Students Find Meaningful, and Students Experience Academic Success
Component 9: Within a Framework of Tiered Interventions, a Written Program Plan (Based on an Existing BSP and Additional Relevant Information) Is Developed and Implemented for Each Student
Component 10: Students Are Provided With Interpretive Feedback Directed at Helping Them Understand the Dynamics of Their Behaviors
Component 11: The Program Staff View Students’ Caregivers as an Important Source of Support for the Student and the Program, and This Is Consistently Communicated to Caregivers
Component 12: Staff Have Awareness of Resources in the Community and a Willingness to Engage in Collaborative Efforts to Support the Students in the Program
Ensuring Program Quality
Clear Guidelines for Reviewing the Quality of Program Components and Establishing Goals for Program Improvement
Consultation to the EBD Program Staff to Support Their Implementing Best Practices