ODU Special Education Program in two of the following three areas, emotional/behavioral disorders, learning disabilities,and program is designed to prepare students to teach children from http://www.odu.edu/educ/sped/masters/intro.html
BHP, High Stakes Testing, Test Taking Tips is one I have found motivating for students with emotional/behavioral disorders.5. Prepare students to deal with test anxiety. teach students relaxation http://www.state.ky.us/agencies/behave/academic/testtips.html
Extractions: WHAT ' S NEW Behavior Institute 2004 Time Out Procedures Safe and Civil Schools Visit the Center for School Safety Web site to view the Emergency Management and Recovery Guide . You may download this document from the Web site and view training dates. Training is highly recommended. The School Discipline Advisor
Extractions: Students who do not hold a professional and renewable certificate in special education or who hold such a certificate that is not based on an accredited college or university teacher preparation program in special education may apply for the M.Ed. program but must complete the certification courses Master level students are provided advanced instruction on the characteristics of students with behavior and learning exceptionalities, taught to select appropriate curricula, employ effective methods of instruction, make assessment based decisions, and utilize effective classroom and student management procedures. The program builds on our undergraduate certification program in Interrelated Special Education. Categorical certification can be obtained in behavior disorders, learning disabilities, or mental retardation by electing to do the terminal practicum in an appropriate setting Academic Preparation Human Growth and Development
Extractions: Teaching Parents to Teach Their Children to Be Prosocial Strategies teachers can use to teach parents to teach their children to be prosocial are described. These strategies include teaching incidentally, performing social skills autopsies, coaching emotions, and assigning homework. Issues to be considered when working with parents and children from culturally and linguistically diverse backgrounds are addressed. We propose that by having parents as partners in the instructional process, students will better generalize prosocial skills across situations, settings, and individuals. In their now classic article, Stokes and Baer (1977) described strategies proven to promote generalization of skills across settings, situations, and individuals: Teach students social skills in settings where the skills will be used. If teaching social skills in the natural setting is not possible, we can use role playing to reflect a variety of settings or teach children to self-monitor their use of skills across settings. We can also recruit teachers and parents to prompt, teach, and reinforce use of appropriate social skills. Teach social skills that are valued in the natural setting.
Extractions: The over-arching theme of the training series is to provide flexible training materials to enhance problem solving of teachers preparing to serve children with social, emotional, and behavioral disorders. The materials are appropriate for special educators, general educators, and other professionals involved in serving these children. The presentation format makes it possible to use the programs in both preservice and inservice situations. Three of the instructional programs utilize case study scenario simulations. Learners have access to computer, videodisc, and print resources to go through the problem solving processes of investigating for information, formulating ideas, and evaluating their decisions. Materials placed on the videodiscs and software programs allow users to observe children in a variety of school situations; gain background information relevant to behavioral disorders; gather case information regarding the child; solicit input from "experts" who talk about approaches and interventions; and carry out problem solving activities related to planning services for the child. Each of the programs provides a database of theoretical and applied information for building declarative knowledge relevant to the problem solving activities which are centered on the case study children and focus on a specific phase of educational services.
SDSU - CSP I teach graduate courses in Academic Assessment and Intervention, Program Development forstudents with or at risk for emotional and behavioral disorders. http://edweb.sdsu.edu/csp/faculty/Tam/contact.html
Extractions: Tam E. OShaughnessy, Ph.D., University of California, Riverside; Associate Professor, School Psychology Program. School-based intervention research on systems of prevention and intervention for students at risk of school failure and students with disabilities; applying action-research to bridge the gap between current knowledge and school practices; email@example.com. I specialize in developing, implementing and evaluating school wide systems of preventive intervention and remediation to meet the diverse needs of children who experience difficulty adjusting to school and learning to read. These systems consider the whole child, intervene across home and school, and view risk in terms of the dynamic relationships that exist among children, families and schools. My faculty affiliation at SDSU is within the School Psychology Program in the Department of Counseling and School Psychology within the College of Education. I teach graduate courses in Academic Assessment and Intervention, Program Development and Evaluation and Research Methods. I am active in several professional organizations including the National Association of School Psychologists (NASP) and the Division of School Psychology of the American Psychological Association (APA).
Extractions: Want to be notified when this page is updated? Click here to sign up for the Clerc Center's E-Newsletter! Altshuler, K. 1978. Toward a psychology of deafness. Journal of Communication Disorders, 11, Altshuler, K.Z. 1986. Perceptual handicap and mental illness, with special reference to early profound deafness. The American Journal of Social Psychiatry, VI Altshuler, K.Z., Deming, W.E., Vollenweider, J., Ranier, J.D., Tendler, R. 1976. Impulsivity and early profound deafness: A cross-cultural inquiry. American Annals of the Deaf, 121
Texts&Sources Charateristics of emotional and behavioral disorders in Children 4. Differentiatinginstruction in the regular classroom How to reach and teach al learners http://education.edgewood.edu/ed673/texts&sources.htm
Extractions: your textbooks and the course bibliography: Text(s): Required: 1. Kauffman, J. M. (2005). Charateristics of Emotional and Behavioral Disorders in Children and Youth. Columbus Ohio: Pearson, Merrill Prentice Hall Publishing Company. 2. Edgewood College Special Education Portfolio Text Optional: 1. ED 673 notebook- this 3 ring binder includes all notes and handouts for the class. These materials are on reserve at the library under the course number ED673 2. The Explosive Child, Ross W. Green 3. The differentiae classroom: Responding to the needs of all learners, Carol Ann Tomlinson 4. Differentiating instruction in the regular classroom: How to reach and teach al learners. Grades 3-12, Diane Heacox 5. Overcoming Dyslexia: A new and complete science based program for reading problems, Sally Shaywitz 6. Magic trees of the mind : how to nurture your child's intelligence, creativity, and healthy emotions from birth through adolescence / Marian Diamond
Archbold Northside provides an ideal setting in which to teach fundamental values The holistic treatmentof adolescent emotional, mental and behavioral disorders is most http://www.archbold.org/ArchboldServices/northsideadolescemotbehavioralservices.
Extractions: Archbold Northside Adolescent Emotional And Behavioral Services Being an adolescent is a stressful and confusing time. Physical, mental and emotional changes occur rapidly, giving rise to questions that have no easy or immediate answers. Making mistakes and experiencing pain, disappointment or anger are all necessary parts of an adolescents development. Adolescents challenge various norms and values; however, if these behaviors or emotional responses become extreme and are clearly outside age-appropriate norms, professional treatment may be necessary. The Adolescent Inpatient Program at Archbold Northside is dedicated to the treatment of adolescent emotional, mental and behavioral problems. These include, but are not limited to, depression, post-traumatic stress disorders, eating disorders, behavioral disorders and anxiety. In treating adolescents with these disorders, we believe that a holistic approach to the healing process is fundamental. Not only is it necessary to promote the health of the mind but of the body and spirit as well. Interdisciplinary Team Approach The Adolescent Program at Archbold Northside is staffed by an interdisciplinary treatment team consisting of board-certified psychiatrists, licensed psychologists, social workers, therapists, certified teachers, nurses, psychiatric technicians, therapy assistants, dietitians, pharmacists and activity therapists. These professionals work together to develop a comprehensive and holistic treatment plan for each adolescent.
Jimmy program for students with emotional/behavioral disorders that encourages It s theemotional/behavioral problems that block the I would like to teach Jimmy in http://interact.uoregon.edu/wrrc/IEP/Jimmy.htm
Extractions: Jimmy, 12 years old with behavior problems Jimmy is a 12-year-old middle school student. He has experienced significant learning and behavior problems since preschool. Jimmy's parents separated when he was four and he has not seen or heard from his father in seven years. Teachers have described Jimmy as noncompliant, disruptive, inattentive, and aggressive. His achievement tests indicate that he reads above grade level; yet his academic record is below average, probably due to interfering behaviors. He excels in art and has an interest in his Native American heritage. At the end of second grade, Jimmy was referred for evaluation of special education services. A multidisciplinary team determined that he met the criteria for special education services under the category of emotional/behavioral disorder. Jimmy spent his third through sixth grades in self-contained classrooms for students with emotional/behavioral disorders. His behavior improved significantly in this highly structured, individualized setting. The middle school staff is uncertain as to the best educational placement for Jimmy for the coming year. What is the least restrictive environment for this student? Should Jimmy continue in the same program that blends a self-contained approach with the incentive of regular education class participation? Should he be required to stay in the self-contained program without the option to "buy" his way into regular classrooms for awhile? Should the staff recommend that he be placed in an alternative school for awhile? These questions will be addressed during the upcoming IEP meeting. The process will include a functional behavioral assessment and the development of a behavior intervention plan, in compliance with requirements specified in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA).
Extractions: Course Proposal Form EAST CAROLINA UNIVERSITY University Curriculum Committee/Graduate Curriculum Committee ALL 5000-LEVEL COURSE PROPOSALS SHOULD BE SUBMITTED TO BOTH THE UNIVERSITY CURRICULUM COMMITTEE AND THE GRADUATE CURRICULUM COMMITTEE. COURSE NUMBERS SHOULD BE VERIFIED WITH THE OFFICE OF THE REGISTRAR. (See IV.G., below.) Date: February 1998 Proposal is for a New Course X Revision of an Existing (Active) Course Revision and Unbanking of a Banked Course Proposed date for catalog text change(s) to take effect: Fall 2000 Renumbering of an Existing Course Old # New # If "Same As" Statement Is Applicable, List the Corresponding Course(s): I. CATALOG INFORMATION (Please include course prefix, number, title, credit hours, formerly statement [if course is being renumbered], WI or WI* [if writing intensive; WI* indicates that not all sections are WI], semester(s) of offering, same as statement [if appropriate], statements relative to general education credit [if inconsistent with existing prefix approvals], lab or practicum hours [where appropriate], prerequisites, and catalog description): SPED 6023. Instructing Students with Behavioral/Emotional Disorders (3)
NNHS Special Education Department students with behavioral or emotional disorders who are not appropriate for the BehaviorDisorder Instructional Program We teach students that these skills will http://www.ncusd203.org/north/depts/specialed/
Extractions: Special Education Department Naperville North offers a broad range of support services for special education students including services of a school nurse, guidance counselors, social workers, psychologists, speech therapists, and special education teachers. Students qualifying for learning disability programs have the full range of services from L.D. resource to self contained instruction. The Behavior Disorder Program provides an instructional environment for students who exhibit emotional/behavior disorders. A continuum of services for students with Multi-Needs is also available. Itinerant services can also be provided for students who are hearing or visually impaired, or physically challenged. The following are general descriptions of the various Special Education Programs we offer at NNHS. Resource Program Instruction Program Behavior Disorder Program Multi-Needs Program ... Counseling Services Special Education Faculty and Staff 2002-2003 Department phone # : (630) 420-4040 Fax # : (630) 420-3246 *For the Parent Information Network dial (630) 420-6982 then the extension.
Extractions: If David's parents could talk about what they wanted for their son, what do you think they would say? Would they want him to spend his elementary years and middle school years in psychiatric hospitals? Would they want him to feel angry or defiant most of the time? That he continue to have a hard time trusting other people? Unlikely. Their expectations for David are similar to those of other parents: they want him to live a happy and healthy life. Students with behavioral/emotional problems come from all sorts of families: rich, poor, one-parent and two-parent, large and small, well supported and those in need of support. Many families have been blamed for causing a child's behavioral/emotional disorder. Some of the blame may be true, but often such blame is not true. For example, David's parents were blamed for not spending time with him. Psychiatrists wanted his father to quit his job and spend more time with David, yet expected him to pay more for treatment. His parents were also told that adoption was the cause of David's problems, but his other two adopted siblings did not have the same problems. The situations in families that are associated with behavioral/emotional problems are child abuse, child neglect, and inconsistent discipline. Other factors that might increase the probability of behavioral problems are low socioeconomic status, presence or absence of substance abuse, and lack of support outside the family (for example, church groups and neighbors).
CDL - 2001 TWT Grant Proposals s degree in special education with a specialization in emotional/ behavioral disorders. Facultywho teach these courses have extensive backgrounds in the field http://www.unt.edu/cdl/funding_opps/twt_grants2001/2001_proposals/bullock.htm
Extractions: Proposal for 2001-2002 Proposal for Teaching with Technology Grant Personnel Preparation Program in Emotional/Behavioral Disorders: Courses Leading to State Teaching Endorsement and Requirements for the Masters Degree Program in Emotional/Behavioral Disorders submitted by Dr. Lyndal M. Bullock Regents Professor Special Education Dr. Kevin Callahan Associate Professor Special Education University of North Texas 2001-2002 Proposal for Teaching with Technology Grant Application 1. Project Title: Personnel Preparation Program in Emotional/Behavioral Disorders: Courses Leading to State Teaching Endorsement and Requirements for the Masters Degree Program in Emotional/Behavioral Disorders 2. Project Abstract: The activities proposed in this document will be offered through the University of North Texas Department of Technology and Cognition, Programs in Special Education to provide high quality personnel preparation for graduate students who desire to receive the State of Texas teaching endorsement in emotional/behavioral disorders and/or who desire to pursue the masters degree in special education with a specialization in emotional/ behavioral disorders. Courses to be addressed in this proposal constitute the core specialization requirements for both the teaching endorsement and masters degree in special education. Faculty who teach these courses have extensive backgrounds in the field, have published extensively, and are recognized leaders in special education.
Education Of Students With Behavioral Disabilities How to Reach and teach ADD/ADHD Children Practical Techniques, Strategies, andInterventions for Helping emotional and behavioral disorders Theory and http://topics.practical.org/browse/Education_Of_Students_With_Behavioral_Disabil
College Of Education Participants will teach lessons in a class for students with LD. etiology, types,and characteristics of students with emotional and behavioral disorders. http://www.grand-canyon.edu/coe/online/spec_ed/se_courses.htm
Extractions: This course provides the foundation and framework of a special education program that is an evolving blueprint consisting of a triangulated, interdependent relationship to reach beyond the national and professional standards. This course will investigate the behaviors and strategies that promote critical thinking, self-directed learning, and reflective skills. Intergenerational relationships and networking teams are amalgamated in the course structure. Today's educator needs to evaluate and incorporate information and communication technologies, along with cognitive and brain research, into a pedagogically sound learning environment. The student will master organizational, teaching, and learning to infuse in the education system.
PRO-ED Online Store crisis as an opportunity for staff to teach and for JEBD Individual (Foreign) Subscription Journal of emotional and behavioral disorders, $73.00, + Add http://www.proedinc.com/store/index.php?mode=product_detail&id=7773
PRO-ED Online Store 8676, How to teach SelfControl Through Trigger Analysis, $9.00, behavioral Approachto Assessment of Youth with emotional/behavioral disorders Second Edition, http://www.proedinc.com/store/index.php?mode=product_detail&id=8660