# About the Online Materials # About the Authors # Preface # Acknowledgments # Dedication # 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 ### Supports for Paraprofessionals ## Summary ## References