academic sped 530-Raquel Molina

Strategies for student with emotional and behavioral disorderRaquel MolinaAzusa Pacific University : 

Strategies for student with emotional and behavioral disorderRaquel MolinaAzusa Pacific University

Introduction to an IDEA disability : 

Introduction to an IDEA disability According to IDEA, emotional and behavioral disorder is accompanied by one or more of the following characteristics over a long time and affects a child’s educational performance: difficult time learning, hard to have a good relationship with others, abnormal misbehaviors, pervasive unhappiness, and “tendency to develop physical symptoms or fears associated with personal or school problems” (Turnbull, Turnbull, & Wehmeyer, 2007, p. 158). According to Jeffrey & McCurdy (2009), there are about 8% of students with emotional and behavioral disorders (EBD). Only 17% of children with EBD are identified by 9 years of age (Niesyn, 2009, p.228).

Emotional and Behavioral Disorder Assessment : 

Emotional and Behavioral Disorder Assessment The Behavior rating scales and personality inventories are used to determine the presence of emotional or behavioral disorder. The assessments include parent and teacher observation, classroom work product, group intelligence test, group achievement test and vision and hearing screening (Turnbull et al., 2007, p. 165-166).

Emotional and Behavioral Disorder : 

Emotional and Behavioral Disorder Children with emotional and behavioral disabilities have a higher risk of succeeding in school, therefore it is necessary for teachers to be well prepared and have knowledge on how to successfully teach these children. In the following paragraphs the following strategies will be mentioned: student-based interventions, classroom-centered intervention, researched-based strategies and other knowledge that can be used by educators. Cheney, Lynass, Flower, Waugh, & Iwaszuk, (2010) mention that there are many teachers who have been able to “reduce inappropriate behavior (aggression, disruptions, social withdrawal), improve academic learning (achievement, on task, engagement), and enhance social and interpersonal relations (social skills and language) in the classroom… these practices include reinforcement, clear and specific requests, group contingencies, direct instruction, self-monitoring, modifying antecedents and consequences, and teaching and practicing social skills in school” (p. 154).

Rules : 

Rules Expectations were set up to be respectful, be responsible, participate and give their best effort. This was taught through “instructional lessons, posting of expectations, and adult modeling”. Niesyn (2009) also mention rules should be posted, explicitly taught, and reviewed periodically. Students received opportunities to practice and receive reinforcement for meeting the expectations in the targeted settings (e.g., classroom, hallways, cafeteria, bathroom, playground). Researchers came up with some “research-based practices for educators of students with EBD that includes posting, teaching and reviewing expectations; teacher praise and reinforcement; opportunities to respond during instruction; clear instructional strategies; maximizing structure; positive behavior, support; and a continuum of corrective consequences” (Jeffrey, 2009).

Behavior Management : 

Behavior Management The Behavior-management system is effective with students with EBD…” one example is a token economy system that relies on external rewards. Students earn tokens for appropriate behaviors. Tokens can later be exchanged for tangible rewards such as stickers and small toys” (Niesyn, 2009, p. ). Jeffrey et al (2009) share about the Positive Behavior Support (PBS) in which “students received PBS tickets paired with behavior-specific praise which could be entered into class- and school-wide drawings. In addition to this proactive component, there was also response cost system called "living above the line"… The system allowed students to move back above the line later in the day when expectations were met” (Jeffrey et, al, 2009).

Classroom strategy : 

Classroom strategy Researchers at Johns Hopkins University created the classroom-centered intervention, which is combined mastery learning and good-behavior game. It applies specific behavior management strategies and support for student’s composition, listening, and comprehensive skills. It includes social problem-solving skills and chances to play appropriate behavior games. Another strategy is a family-school partnership intervention for parent-teacher communication (Turnbull et al, 2007, p171). Jeffrey & McCurdy (2009) mention two great strategies that can be used in classrooms. One is that teachers taped small classroom schedules to the boy's desks. Second, with teacher assistance, students color the corresponding circles on the schedule, green for positive behavior, yellow for somewhat appropriate behavior, and red for negative behavior. Students with EBD usually have problems working independently and peer tutoring can help greatly, especially to answer any questions or confusions the child may have and receive praise (Niesyn, 2009). Transitions between activities can also prove to be challenging for students with EBD. For this reason, again it is mentioned that posting is ideal and in this case posting daily transition schedules and class rules (Niesyn, 2009). The student-based interventions, such as student advisory program, extracurricular activities, community-based learning, and vocational education can be implemented too (Turnbull et al, 2007).

Support : 

Support “Response to intervention (RTI) and positive behavior support (PBS) are two such models. Such an integrated model provides particular benefits for students with and at risk for emotional and behavioral disorders (EBD)—who are characterized by behavioral, social, and academic deficits as this approach enables school systems to (a) prevent the development of learning and behavior problems and (b) respond to existing instances of such concerns” (Lane et al, 2009)

Check, Connect, and Expect Program : 

Check, Connect, and Expect Program In the Check, Connect and Expect program adults are to have positive and caring daily interactions and structured supervision to students that have behavioral problems and they are called coaches. “The coach sees the students and provides them with feedback on their academic and social progress. The coach helps students set daily social goals for success and provides students with reinforcement when they meet their goals. They also supervise the daily progress of students, the coach helps students to overcome social difficulties and acquire new social skills to be successful in school. Students are taught to self-monitor their behavior” (Cheney et al, 2010).

CCE program : 

CCE program At the end of the week the coach can build rapport as he/she rounds up the points that students earned on the DPR. “The coach verbally praises and reinforces students as they meet their goals. When students do not meet their goals, the coach talks with them about how they can improve the next day. If necessary, the coach schedules a brief problem-solving session with the student” (Cheney et al, 2010). The goal in the DPR is for students to write-in their own behavior. Students are to meet the expectations and agreement with their teacher. Once the student is meeting his or her daily goal, the student moves on and gets off the intervention. During this time, they are not required to check in or check out, and the use of the DPR is gradually decreased to once a month (Cheney et al.).

Three-Tier Model : 

Three-Tier Model Lane, Eisner, Kretzer, Bhuhn, Cronobori, Funke, Lerner, & Casey (2009) talk about the three-tier model of prevention that include primary, secondary, and tertiary levels of support. “Primary prevention efforts focus on preventing harm from occurring. Secondary prevention efforts focus on reversing harm by supporting students who do not respond to primary efforts. Tertiary prevention efforts focus on reducing harm by supporting students exposed to multiple risk factors who may have not responded to primary or secondary efforts. Response to intervention (RTI) and positive behavior support (PBS) are two such models. Such an integrated model provides particular benefits for students with and at risk for emotional and behavioral disorders (EBD)—who are characterized by behavioral, social, and academic deficits as this approach enables school systems to (a) prevent the development of learning and behavior problems and (b) respond to existing instances of such concerns” (Lane et al, 2009). Cheney et al. also shares about the three –tier model. “An increase in productive behavior while decreasing the problem behaviors of all students at Tier 1, offers targeted interventions for at-risk students at Tier 2, and provides individualized, intensive services for students at Tier 3. Across the tiers, educators systematically teach and reinforce socially valued behaviors” (Cheney et al, 2010). Both writers share the importance to instruct social behavior to students.

Functional Assesment : 

Functional Assesment The following graph shows “the behavior functions to secure (positive reinforcement) or avoid (negative reinforcement) attention; activities or tangibles; or sensory stimuli. The functional assessment is about defining the target behavior; describing the antecedent conditions that prompt the target behavior; describing the maintaining consequences; operationally defining a functionally-equivalent replacement behavior; and a statement of the hypothesized function of the target behavior. Then, an intervention linked to the results of the functional assessment is designed to (a) adjust antecedent conditions that prompt the problem behavior, (b) increase reinforcement rates for the replacement behavior, and (c) extinguish reinforcement for the target behavior” (Lane et al, 2009).

Derek : 

Derek Antecedent/ Adjustments Reinforcement Extinction Derek used foam chair during rug time. Derek used the modified dot form throughout the day. Teacher assisted Derek to asses which dot best represented his behavior. Derek used the communication cups. Teacher responded to Derek when he used the communication cups. When Derek met the criteria, he could choose one thing from the choice menu. Derek could choose the sensory Koosh Tm ball and clip it to his belt. Derek could choose 2 min of free time. Derek could choose a positive behavior support (PBS) ticket paired with verbal praise, which would be then shown to the principal. When Derek earned 4 out of 5 green dots, he received $.15. When Derek was off-task, the teacher gave him just one verba1 prompt, modeled the task or appropriate behavior and then provided guidance. When Derek was off-task, the teacher ensured that he stayed in the room and attempted to complete the task.

Function Matrix : 

Function Matrix Another graph shows “The Function Matrix ascertains the hypothesized function(s) of the target behavior. It allows one to determine if the target behavior occurs to obtain (positive reinforcement) or avoid (negative reinforcement) attention, tangibles/ activities, or sensory stimulation. After reviewing the data in the Function Matrix, the interventionist develops a hypothesis statement regarding the function(s) of the target behavior” (Lane et al, 2009).

(Lane et al, 2009) : 

Derek Attention Tangibles/ Activities Sensory Positive Reinforcement Teacher Interview: 3e-When he is in trouble in other classes, we go pull him out; 3f-He responds well to affection: 3g-We call his parents when he is in trouble; 4d-He loves an audience. He seeks the attention of his teachers and peers; 15b-He often comes into class and says, “I’ve got something to tell you…” (usually about Candy, the reading dog) Parent interview 15-He wants to access his peers. Teacher Interview: 15a-He often asks about his green dot because he wants to earn his ice cream Parent Interview: 15-He wants to play Teacher Interview: 15b-He likes to sit with the reading dog and pet her while he reads. Negative Reinforcement Teacher Interview; 3e-When he is in trouble in other classes, we go pull him out; 3h-He likes to go to Ms. Izzy 's office (who also pulls him out of class if he is misbehaving). (Lane et al, 2009)

Slide 16: 

References Cheney, D., Lynass, L., Flower, A., Waugh, M., & Iwaszuk, W. (2010). The check, connect, and expect program: a targeted, tier 2 intervention in the schoolwide positive behavior support model. Preventing School Failure, 54(3), 152-158. Jeffrey, J. L., & McCurdy, B. L. (2009). Classwide pbis for students with ebd: initial evaluation of an integrity tool. Education and Treatment of Children, 32(4), 537-550. Lane, K. L., Eisner, S. L., Kretzer, J., Bruhn, A. L., Crnobori, M., Funke, L., Lerner, T., & Casey, A. (2009). Outcomes of functional assessment-based interventions for students with and at risk for emotional and behavioral disorders in a job-share setting. Education and Treatment of Children, 32(4), 573-604. Niesyn, M. E. (2009). Strategies for success: evidenced-based instructional practices for students with emotional and behavioral disorders. Preventing School Failure, 53(4), 227-235. Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional Lives. New Jersey: Pearson Prentice Hall, 156-179.