Extractions: PDF version This bibliography is one of several available from NICHCY on the subject of educating students with disabilities. See also: Educating Students with Attention-Deficit/Hyperactivity Disorder (ADHD); and Educating Students with Learning Disabilities . NICHCY also offers a News Digest called Interventions for Students with Learning Disabilities that teachers may find helpful. Educating children and youth who have emotional or behavioral disorders can be an area of special challenge for general and special educators alike. Identifying and understanding the special learning needs of a student who has such a disorder plays a critical part in designing an appropriate educational program for that student and in providing needed emotional and behavioral supports. Information on the many instructional practices and accommodations that have proven effective with students with emotional disturbances or behavioral disorders (ED/BD) can also help educators maximize these students' academic, social, and behavioral success. We have emphasized resources that are written primarily for teachers, for these tend to be written with a teacher's daily classroom reality in mind, as well as their need for practical, as opposed to heavily theoretical, information. While not exhaustive of the materials available, this bibliography can serve as a starting point for all those seeking answers, approaches, techniques, and understanding of the complex issues associated with educating children and youth with emotional or behavioral disorders.
Physical And Health Disabilities (10/2/2000) groups and referral agencies in identifying, assessing, and providing services toindividuals with emotional/behavioral disorders. Skills teach parents to use http://www.cec.sped.org/ps/perf_based_stds/emotional-behavioral_disorders_03-12-
Extractions: Emotional/Behavioral Disorders Knowledge: Educational terminology and definitions of individuals with emotional/behavioral disorders. Models which describe deviance. Foundations and issues related to knowledge and practice in emotional/behavioral disorders. The legal, judicial, and educational systems serving individuals with emotional/behavioral disorders. Theory of reinforcement techniques in serving individuals with emotional/behavioral disorders. Principles of normalization and concept of least restrictive environment for individuals with emotional/behavioral disorders in programs. Skills: None in addition to Common Core Knowledge: Etiology and diagnosis related to various theoretical approaches in the field of emotional/behavioral disorders. Physical development, disability, and health impairments related to individuals with emotional/behavioral disorders. Social characteristics of individuals with emotional/behavioral disorders.
Behavioral Disorders: Focus On Change Learn how to identify and cope with a variety of behavorial disorders in children. In Learning. teach Students To Take Responsibility For as having "emotional disabilities " "behavioral disorders " "serious emotional disturbances " or "emotional and http://www.kidsource.com/kidsource/content2/behavior_disorders.html
Extractions: How Can We Strengthen Children's Self-Esteem? Students who are referred to as having "conduct disorders" and students who are referred to as having "emotional disabilities," "behavioral disorders," "serious emotional disturbances," or "emotional and behavioral disorders" have two common elements that are instructionally relevant: (1) they demonstrate behavior that is noticeably different from that expected in school or the community and (2) they are in need of remediation. If we expect students to learn appropriate social skills we must structure the learning environment so that these skills can be addressed and practiced. We need to increase the opportunity for students to interact within the school environment so that prosocial skills can be learned. If all a student does is perform as a passive participant in the classroom, then little growth in social skill acquisition can be expected. Just as students improve in reading when they are given the opportunity to read, they get better at interacting when given the opportunity to initiate or respond to others' interactions.
Running Head: EMOTIONAL/BEHAVIORAL DISORDERS AND CHILDREN for children with behavioral or emotional disorders having a to treat a variety ofbehavioral problems in These techniques can both teach desirable behaviors http://t3.preservice.org/T0211301/fragile.htm
Extractions: Running head: EMOTIONAL/BEHAVIORAL DISORDERS AND CHILDREN Emotional/Behavioral Disorders and Children with Fragile X Syndrome in the Classroom Linda S. Davenport Western Michigan University Emotional/Behavioral Disorders and Children with Fragile X Syndrome Etiology The spectrum of intellectual involvement ranges from subtle learning disabilities and a normal IQ to severe mental retardation and autism (p.3). Current estimates are that 1 in 1000 to 4000 people worldwide have developmental delays due to fragile X syndrome (Weber, 2000 p.7). Characteristics Just as fragile X syndrome can cause a spectrum of physical features, it can also affect mental abilities in several different ways (Weber, 2000 p.15). Children with FXS can have a variety of characteristics. These characteristics can be divided into three major areas: cognitive, physical, and behavioral. Several weaknesses characterize cognitive profiles in affected females with fragile X syndrome, including many factors associated with the frontal lobe: math, attention, short-term memory, visual-spatial functioning, planning, generating problem-solving strategies, and using feedback. For males with fragile X syndrome, deficits in sequential processing, strengths in certain areas of simultaneous processing, and the declines in IQ at or near puberty may be etiology-specific. In the behavioral area it may range from socially engaging to autistic like to aggressive behavior. Hagerman, (1996) has found that transitioning from one activity to another, or one setting to another, can be extremely disruptive for the child with FXS because of sensory modulation difficulties (p.358). These behaviors will be found in more detail in the behavior management section of this paper.
Catalog Online Tough to Reach, Tough to teach Students with Behavior Problems. challenges of preparingteachers to work with children with emotional/ behavioral disorders. http://www.cec.sped.org/bk/catalog2/emotional.html
Extractions: Back to Book Index CCBD Mini Library #5: Meeting the Needs of Children and Youth with E/BD: Evidence-Based Programs and Practices Lyndal M. Bullock and Robert A. Gable, Editors Inclusive Education for Children and Youths with Emotional and Behavioral Disorders: Enduring Challenges and Emerging Practices
Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Behavioral Disorders: Focus on Change. ERIC Digest #518. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC FOCUS ON BEHAVIORS THAT NEED TO BE CHANGED Students who are referred to as having "conduct disorders" and students who are referred to as having "emotional disabilities," "behavioral disorders," "serious emotional disturbances," or "emotional and behavioral disorders" have two common elements that are instructionally relevant: (1) they demonstrate behavior that is noticeably different from that expected in school or the community and (2) they are in need of remediation. IDENTIFY NEW BEHAVIORS TO BE DEVELOPED PROVIDE OPPORTUNITIES TO PRACTICE NEW BEHAVIORS If we expect students to learn appropriate social skills we must structure the learning environment so that these skills can be addressed and practiced. We need to increase the opportunity for students to interact within the school environment so that prosocial skills can be learned. If all a student does is perform as a passive participant in the classroom, then little growth in social skill acquisition can be expected. Just as students improve in reading when they are given the opportunity to read, they get better at interacting when given the opportunity to initiate or respond to others' interactions.
Special Education Disabilities Emotional, Behavior Disorders Resources in emotional or behavioral disorders Provides resources The emotionalLearning Center- Working with teachers teach-nology - The Art and Science of http://www.teach-nology.com/teachers/special_ed/disabilities/ed/
Extractions: Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Teacher Resources Special Education Disabilities ... About Teen Depression - Information on teen depression diagnosis, treatment and statistics. ACTED (Association for Children with Thinking and Emotional Disorders) - A support group for children with thinking and emotional disorders for children with P.D.D. Alice's Garden - Support and information for parents of children with depression, including a catalog of links, a discussion board and an ICQ group. Childhood Depression - A mood disorder among children that resembles depression in adults, but shows up in very different ways in children. Interactive Glossary - TherapistFinder.net. Children and Medication for Depression - Articles, agencies, organizations, and websites to find information and resources for issues involving the medication of children, adolescents, and teenagers for the treatment of depression. Dealing With Teen Depression - Information and statistics on depression and suicide among adolescents.
Teacher- Emotional/Behavioral Disorders teacher emotional/behavioral disorders (EBD) Kentucky School for the Deaf, Danville, KY Summary of Work and Responsibilities teach students who do not fit in regular deaf education http://www.deafed.net/PublishedDocs/sub/00c0512.htm
Extractions: Teach students who do not fit in regular deaf education program especially those with emotional and behavior difficulties. Knowledge and Skills Needed: Implement innovative teaching approaches and appropriate behavior management techniques. Collaborate with classroom teachers and student life staff in the development and implementation of behavior plans, use of innovative behavioral support techniques and general information sharing on behavioral issues. Develop/implement Individual Education Plans and participate in the evaluation of student progress. Minimum Sign Communication Proficiency Interview (SCPI) rating of "Intermediate" or be willing to learn and participate in sign language classes at KSD.
Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Behavioral Disorders: Focus on Change. ERIC Digest #518. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC FOCUS ON BEHAVIORS THAT NEED TO BE CHANGED Students who are referred to as having "conduct disorders" and students who are referred to as having "emotional disabilities," "behavioral disorders," "serious emotional disturbances," or "emotional and behavioral disorders" have two common elements that are instructionally relevant: (1) they demonstrate behavior that is noticeably different from that expected in school or the community and (2) they are in need of remediation. IDENTIFY NEW BEHAVIORS TO BE DEVELOPED PROVIDE OPPORTUNITIES TO PRACTICE NEW BEHAVIORS If we expect students to learn appropriate social skills we must structure the learning environment so that these skills can be addressed and practiced. We need to increase the opportunity for students to interact within the school environment so that prosocial skills can be learned. If all a student does is perform as a passive participant in the classroom, then little growth in social skill acquisition can be expected. Just as students improve in reading when they are given the opportunity to read, they get better at interacting when given the opportunity to initiate or respond to others' interactions.
Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. School-Wide Behavioral Management Systems. ERIC/OSEP Digest #E563. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC For over a quarter of a century, the number one concern facing America's public schools has been discipline. What educators are finding, however, is that the root of the problem goes beyond rule-breaking. Many of today's students need more than just sound and consistent discipline policies they also need positive behavioral instruction. Consequently, educators have been seeking new ways to move beyond traditional "punishment" and provide opportunities for all children to learn self-discipline. Simultaneously, researchers have begun to study and advocate for broader, proactive, positive school-wide discipline systems that include behavioral support. One promising avenue for achieving the dual goals of teaching self-discipline and managing behavior is school-wide behavior management. While there are different variations of school-wide systems of behavioral support, most have certain features in common (see box below). The emphasis is on consistency both throughout the building and across classrooms. The entire school staff (including cafeteria workers and bus drivers) is expected to adopt strategies that will be uniformly implemented. As a result, these approaches necessitate professional development and long-term commitment by the school leadership for this innovation to take hold. A few examples of promising behavioral management systems follow.
Behavioral Disorders: Focus On Change as having "emotional disabilities " "behavioral disorders " "serious emotional disturbances " or "emotional and reach, Tough to teach Students with behavior http://ericec.org/digests/e518.html
Extractions: June 1993 Focus on Behaviors That Need to Be Changed Students who are referred to as having "conduct disorders" and students who are referred to as having "emotional disabilities," "behavioral disorders," "serious emotional disturbances," or "emotional and behavioral disorders" have two common elements that are instructionally relevant: (1) they demonstrate behavior that is noticeably different from that expected in school or the community and (2) they are in need of remediation. Identify New Behaviors to Be Developed Provide Opportunities to Practice New Behaviors If we expect students to learn appropriate social skills we must structure the learning environment so that these skills can be addressed and practiced. We need to increase the opportunity for students to interact within the school environment so that prosocial skills can be learned. If all a student does is perform as a passive participant in the classroom, then little growth in social skill acquisition can be expected. Just as students improve in reading when they are given the opportunity to read, they get better at interacting when given the opportunity to initiate or respond to others' interactions. It is necessary to target specific prosocial behaviors for appropriate instruction and assessment to occur. Prosocial behavior includes such things as
Extractions: In this initial examination of stress in teachers of students with ADHD, several basic research questions were studied. We hypothesized that consistent with prior research on their parents, (a) students with ADHD would be rated as more stressful to teach compared with students without ADHD, (b) the stress reported by teachers in response to students with ADHD would be highly individualized, (c) those students with ADHD also evidencing oppositional/aggressive behavior or social impairment would be rated as more stressful to teach than students who had ADHD but not these associated difficulties, and (d) teachers' ratings of stress would be correlated, but only moderately so, with ratings of students' actual behavior. METHOD Participants Next
Survey Of Behavior Disorders ? EDSP 224 and instructional interventions with individuals with ELN to teach them to Strategiesfor teaching Students with emotional and behavioral disorders. http://www.cedarville.edu/dept/ed/classes/edsp224/syllabus/edsp2600_s03.htm
Extractions: Time/Place: Shepherds, Inc., Union Grove WI Instructor: Dr. Cheryl Irish Office Hours: By appointment Office Phone: Home Phone: Course Description: Overview of theories, research, and practices related to the education of individuals with emotional/behavioral disorders. The course will focus on causal factors, assessment, and management including teaching strategies. Topics to be Covered: Alignment with CEC Content Standards:
Printed From Http://www.teach-at-home.com - Emotional Disturbance like this at http//www.teachat-home.com). DEFINITION OF emotional DISTURBANCEMany terms are used to describe emotional, behavioral or mental disorders. http://www.teach-at-home.com/FastFacts/disabilities/FactSheet_p.asp?A=6
Teach-At-Home - Disabilities Fact Sheets. planning for children with emotional or behavioral disorders. http://www.teach-at-home.com/FastFacts/disabilities/FactSheet.asp?A=6
Test At A Glance behavioral disorders/emotional Disturbance test is designed for examinees who planto teach students with behavioral disorders and/or emotional disturbance, at http://www.ets.org/praxis/taags/prx0371.html
Extractions: Scores and Score Reports Test Name Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbance Test Code Number of Questions Time 1 hour Format Multiple-choice questions Content Categories Approximate Number of Questions Approximate Percentage of Examination I. Factors Other than Direct Instruction that Influence the Education of Students with Behavioral Disorders/Emotional Disturbance II. Delivery of Services to Students with Behavioral Disorders/Emotional Disturbance About this test Topics Covered Sample Questions View PDF The Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbance test is designed for examinees who plan to teach students with behavioral disorders and/or emotional disturbance, at any grade level from preschool through grade 12. The 50 multiple-choice questions assess the knowledge and understanding of the principles and other factors related to the teaching of students with behavioral disorders and/or emotional disturbance. Some of these questions are based on a case study of about 500 words that relates to the teaching of students with behavioral disorders and/or emotional disturbance. Representative descriptions of topics covered in each category are provided below.
Extractions: Tour Become a Member ... Customer Support Question / Keyword(s): Advanced Search Start J Journal of Emotional and Behavioral Disorders June 22, 2002 ... Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample.(Statistical Data Included) Journal of Emotional and Behavioral Disorders; June 22, 2002; Greene, Ross W. Beszterczey, Sara K. Katzenstein, Tai Park, Kenneth Goring, Jennifer
Extractions: Helping Students with Emotional Problems Succeed by Martin Henley and Nicholas Long Seventh grader Maria sits silently at her desk while her science teacher leads an enthusiastic discussion on the extinction of dinosaurs. Maria is preoccupied with darker thoughts than the demise of the largest animals that ever roamed the earth. The 13-year-old is thinking about killing herself. Lamont is 15 years old and frequently absent. His mother is a drug addict, and his abusive father is rarely around. Lamont was arrested three times in the last year. According to federal guidelines, Lamont is ineligible for special education services because he is considered "socially maladjusted." The majority of students with emotional problems sit undetected in general education classrooms. What can a teacher do to help these youngsters learn? First, be aware of and sensitive to warning signs of developing emotional problems ( see box on p. 3
