Sample Presentation Introduction of a student: Jenny D.

Teaching Method: Bi-Polar Rating Scale

Emotional Characteristics of EBD

Anxiety Disorder Separation anxiety Generalized anxiety disorder Phobia Panic disorder Obsessive-compulsive disorder Post-Traumatic stress disorder

Mood disorder Depression Suicide Bipolar Disorder

Continued Oppositional defiant disorders

Conduct disorder

Schizophrenia

Behavioral Characteristics of EBD

Externalizing behaviors Aggression Acting out Noncompliant behaviors

Internalizing behaviors Withdrawal Depression Anxiety Obsessions Compulsions

Cognitive and Academic Characteristics of EBD

Below grade level in reading, math and writing

Rated low on self-control socials skills measures

Higher rates of being held back in grade

Many have expressive and/or receptive language disorders

Determining the Presence

Rating scales, personality inventories, and observations They did not always follow the IDEA definition

Determining Supplementary Aids and

Services Classwide, peer-assisted, self-management

Students learn how to define self-management and why it is effective

Explore how it might benefit them Learn the relationship among antecedents,

specific behaviors, and the consequences Discuss how to respond appropriately and

inappropriately

Reverse-role tutoring Using students with emotional or behavioral

disorders as tutors to nondisabled peers

Planning for UDL Use a computer with word processing software

Reduces frustration Increases students’ willingness to edit and correct

their work Results in clean legible products

Talking word processors, alphabetical keyboards, or word prediction software may allow for less frustration when writing

Planning for Other Educational Needs

More than half drop out of high school

Statistics two years later show low employment rate for dropouts

Reasons for dropout rate

Several interventions have been identified to reduce the dropout rates

Preventing Dropouts Establish a student advisory program

Establish and involve students in extracurricular activities

Systematically monitor risk factors associated with dropping out

Develop “schools within schools” or smaller units

Establish school-to-work programs

Engaged in community based learning

Use the “check and connect” strategy

Provide vocational education

Measuring Students’ Progress

Master learning (or mastery training) Frequently assess students’ mastery of content,

determining whether to move on to the next concept To monitor mastery, effective teachers will:

Ask questions of the whole class Using a cooperative learning strategy such as “think-pair-

share” Social Skills

Use the social skills rating system Socio-metric rating for rankings

Making Accommodations for

Assessment Students in alternative school settings need to

progress in the general education curriculum so that they may return to their neighborhood schools

Students with EBD may be more likely to have difficulty with testing, due to heightened anxiety

Appropriate testing accommodations include: Extended time for testing Individual test administration Breaks during testing