Effectively Teaching the Behavior Disordered Student

Effectively Teaching the Behavior Disordered Student : 

Effectively Teaching the Behavior Disordered Student (Going Beyond Just Maintaining)

Teaching the BD student : 

Teaching the BD student In this powerpoint presentation, I wish to discuss several key ideas which will help assist the Special Education Teacher and Regular Classroom Teacher in dealing with the most challenging student population: The Behavior-Disordered Student.

Teaching the BD Student : 

Teaching the BD Student Academic —Provide the BD student with a consistent and clear educational plan. —Create no more than 3 attainable and measurable goals for the school year as it directly relates to the student’s academic performances. —Be very certain as to challenge the student with high interest material. BD students tend to be more “hands-on”, so find activities that get them actively involved. —Graph performance of key areas, regardless of the subject areas. Have the student self-monitor and self-graph his performance, becoming his own case manager. —Actively praise his accomplishments genuinely, and find ways for the student to reward himself for progress made.

Teaching the BD Student : 

Teaching the BD Student Social Development —Use an active Social Skills curriculum, one where the student can create goals on interpersonal relationships, anger management, and appropriate assertiveness skills. —Apply this Social Skills curriculum in a variety of milieus, such as at home, at work, at school, and in the community. —Create a thinking and responding log, whereby the student can monitor his interactions for the week, looking back at how he responded to the week’s social interactions, and reflect upon what he did well and what he would do differently next time.

Teaching the BD Student : 

Teaching the BD Student Transitional Skills —Within the broad spectrum of this heading, we must focus on 5 main subheadings: ◊Daily Living Skills ◊Work-Related Behaviors ◊Interpersonal Community Relationships ◊Leisure and Recreational Skills ◊Self-Advocacy Skills

Teaching the BD Student : 

Teaching the BD Student Daily Living Skills ≈Financial=budgeting, credit management, consumer buying, checking and savings, long-term planning. ≈Personal=hygiene, cleanliness, personal health habits, body management (weight control, fitness). ≈Domestic=Cooking, Cleaning (house and laundry), intimate relationships in the home (significant others) ≈Legal/Community=Knowing community laws, acquisition of and utilization of legal resources (lawyers), transportational issues (driving vs. cabs vs. city bus).

Teaching the BD Student : 

Teaching the BD Student Work Related Behaviors ≈School vs. vocational training ≈Job Seeking Skills (how to write a resume, how to complete applications, interviewing skills) ≈Job-Related Conduct (following company rules, punctuality on the job, professional co-worker and employer relationships, attitude and professional conduct while on the job, professional assertiveness)

Teaching the BD Student : 

Teaching the BD Student Interpersonal Community Relationships ≈Appropriate Public Behavior ≈Conduct with community authority (police, managers of businesses, etc.) ≈Advocacy as it relates to Workforce Development, community resources (food stamps, public assistance)

Teaching the BD Student : 

Teaching the BD Student Leisure and Recreational Skills ≈Appropriate use of leisure time. Seeking out recreational and leisure time activities constructively ≈Hobby Development/Healthy Personal Interests ≈Community Involvement (getting involved in civic groups, sports leagues, fraternal organizations)

Teaching the BD Student : 

Teaching the BD Student Self Advocacy Skills ≈Locating and acquiring needed services in the community (food stamps, welfare, ADC) ≈Social Support Groups/Networking (AA, Survivors groups, etc.) ≈Educational Training (community college night classes or online courses, vocational courses)

Teaching the BD Student : 

Teaching the BD Student Final Thought: Success in the Classroom ∞Teachers should always remember to be firm, avoid power struggles, seek out the assistance of the AEA Team or school administrators and counselors, develop a working relationship with parents whenever possible, and be consistent. Keeping this is mind should help you to become a very effective teacher in working with Behavior-Disordered students.