Classroom Management for Students With Emotional and Behavioral Disorders: A Step-by-Step Guide for Educators

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Corwin Press, Mar 27, 2008 - Education - 134 pages
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'General education teachers need more information and guidance on how to effectively work with students with emotional and behavioral disorders. This book provides an overview of the various needs and characteristics that many of these students display.' Emily Wilmes, Emotional Behavioral Disorder TeacherRoosevelt Elementary School, Mankato, MNEffective methods for teaching students with emotional and behavioral disorders!Written by experts in the field of special education, this guide provides a clear and comprehensive overview of emotional and behavioral disorders (EBD), along with practical guidelines for working with students diagnosed with EBD. Aligned with the reauthorization of IDEA 2004, these effective and culturally sensitive techniques help teachers understand and distinguish typical behavior from the symptoms, problems, and characteristics of EBD, such as moodiness, argumentative behavior, anger, difficulty interacting with peers, refusing to share, and inability or unwillingness to take responsibility.Ideal for general and special education teachers, this step-by-step resource includes references, a glossary, and information about:Positive reinforcements and effective instructional interventions for the classroom Federal regulations related to students with EBD Ways to promote healthy social interactions Classroom management strategies for specific disorders Classroom Management for Students With Emotional and Behavioral Disorders provides invaluable guidance for redirecting students toward more appropriate behaviors, building important social skills, and establishing a positive classroom climate for all learners.
 

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Contents

Review Your Knowledge of Students With Emotional andor Behavioral Disorders
1
Causes of Emotional and Behavioral Disorders
2
Prevalence of Emotional Disturbance
4
Cultural Features of Emotional and Behavioral Disorders
5
Characteristics of Students With Emotional Disturbance
6
Children With Emotional Disturbances and SchoolRelated Concerns
7
IDEA Exclusion of Students Who Are Socially Maladjusted
8
Understand the Behaviors of Students With Emotional andor Behavioral Disorders
9
Promoting Positive Social Interactions Among Students With and Without Disabilities
50
Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students With Emotional andor Behavioral Disorders
59
Instructional Interventions for Attendance Problems
60
Instructional Interventions for Difficulty With Transitions
62
Instructional Interventions for Disrespect to Teachers
64
Instructional Interventions for Classroom Disruption
65
Instructional Interventions for Failure to Accept Responsibility for Own Behavior andor Consequences for Misbehavior
66
Instructional Interventions for Interpersonal Relationships With Peers
67

Understand the Difference Between Symptoms and Problems
12
Behaviors That May Be Indicative of More Serious Problems
13
Symptomatic Behaviors Exhibited When a Child Has Low Levels of Tension
14
Symptomatic Behaviors Exhibited When a Child Has High Levels of Tension
15
Redirecting Students to More Appropriate Behaviors
16
Ways to Maintain Positive Changes in Student Behavior
22
WholeClassroom Instructional Strategies
24
Become Culturally Competent When Working With Students With Emotional andor Behavioral Disorders
30
Some Tips
33
Understand and Apply Principles of Reinforcement When Working With Students With Emotional andor Behavioral Disorders
35
What Is the Actual Reinforcer?
36
Possible Reinforcers
38
Reinforcement of Appropriate Student Behavior
42
Promote Positive Social Interactions Among Students With Emotional andor Behavioral Disorders
44
Why Are Social Skills Important?
45
The Role of Social Skills at School
46
Creating a Positive Classroom Climate
47
Teaching Social Skills Through RolePlaying and Observation
48
The Classroom Teachers Power to Model Acceptance
49
Instructional Interventions for OutofControl Behaviors
68
Instructional Interventions for Passive Resistance
69
Instructional Interventions for Not Respecting Property or Personal Space of Others
70
Instructional Interventions for Verbal Aggression
71
Instructional Interventions for Verbal Outbursts
72
Understand and Implement Classroom Management Strategies for Students With Specific Psychological Disorders
74
Classroom Management for Students With Anxiety Disorders
80
Classroom Management for Students With Bipolar Disorder
84
Classroom Management for Students With Borderline Personality Disorder BPD
90
Classroom Management for Students With Depression
95
Classroom Management for Students With Obsessive Compulsive Disorder OCD
99
Classroom Management for Students With Oppositional Defiant Disorder ODD
104
Classroom Management for Students With Posttraumatic Stress Disorder PTSD
109
Classroom Management for Students With Reactive Attachment Disorder RAD
114
Classroom Management for Students With Schizophrenia
118
Glossary
124
References
130
Index
133
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About the author (2008)

Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education.

Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa.

Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics.

Giuliani earned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John's University, JD from City University Law School, and PsyD from Rutgers University, The Graduate School of Applied and Professional Psychology.

Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

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