Roger Pierangelo, George Giuliani

Classroom Management for Students with Emotional and Behavioral Disorders

A Step-By-Step Guide for Educators

• Gebundenes Buch

Produktbeschreibung

This comprehensive guide covers typical emotional and behavioral disorder (EBD) behaviors, effective instructional interventions, positive reinforcement techniques, federal regulations, promoting healthy social interactions, and classroom management strategies.

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Produktdetails

• Verlag: Corwin
• Seitenzahl: 152
• Erscheinungstermin: 4. April 2008
• Englisch
• Abmessung: 260mm x 183mm x 13mm
• Gewicht: 496g
• ISBN-13: 9781412954266
• ISBN-10: 1412954266
• Artikelnr.: 23485920

Autorenporträt

Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education. Pierangelo earned his BS degree from St. John¿s University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa. Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

Inhaltsangabe

Dedications
About the Authors
Preface
1. Review Your Knowledge on Students With Emotional and Behavioral
Disorders
Definition of Emotional Disturbance
Causes of Emotional and Behavioral Disorders
Prevalence of Emotional Disturbance
Age of Onset of Emotional and Behavioral Disorders
Gender Features of Emotional and Behavioral Disorders
Cultural Features of Emotional and Behavioral Disorders
Eligibility Criteria for Emotional Disturbance Under IDEA
Characteristics of Students With Emotional Disturbance
Children With Emotional Disturbances and School-Related Concerns
IDEA Exclusion of Students Who Are ?Socially Maladjusted?
2. Understand the Behaviors of Students With Emotional and Behavioral
Disorders
Understanding Challenging Behaviors
Understand the Difference Between Symptoms and Problems
Behaviors That May Be Indicative of More Serious Problems
Symptomatic Behaviors Exhibited When a Child Has Low Levels of Tension
Symptomatic Behaviors Exhibited When a Child Has High Levels of Tension
Redirecting Students to More Appropriate Behaviors
Ways to Maintain Positive Changes in Student Behavior
Whole-Classroom Instructional Strategies
3. Become Culturally Competent When Working With Students With Emotional
and/or Behavioral Disorders
4. Understand and Apply Principles of Reinforcement When Working With
Students With Emotional and/or Behavioral Disorders
Principles of Reinforcement
What Is the Actual Reinforcer?
Factors Affecting Reinforcer Effectiveness
Checklist for Effective Reinforcement
Possible Reinforcers
Reinforcement of Appropriate Student Behavior
5. Promote Positive Social Interactions Among Students With Emotional
and/or Behavioral Disorders
Why Are Social Skills Important?
Social-Cognitive Skill Development
The Role of Social Skills at School
Strategies to Foster a Sense of Belonging in the Classroom
Creating a Positive Classroom Climate
Teaching Social Skills Through Role Playing and Observation
The Classroom Teacher?s Power to Model Acceptance
Promoting Positive Social Interactions Among Students With and Without
Disabilities
6. Apply Instructional Interventions for Specific Behaviors Exhibited in
the Classroom by Students With Emotional and/or Behavioral Disorders
Instructional Interventions for Active Non-Compliance
Instructional Interventions for Attendance Problems
Instructional Interventions for Difficulty With Transitions
Instructional Interventions for Disrespect to Teachers
Instructional Interventions for Classroom Disruption
Instructional Interventions for Failure to Accept Responsibility for Own
Behavior and/or Consequences for Misbehavior
Instructional Interventions for Interpersonal Relationships With Peers
Instructional Interventions for Out-of-Control Behaviors
Instructional Interventions for Passive Resistance
Instructional Interventions for Not Respecting Property or Personal Space
of Others
Instructional Interventions for Verbal Aggression
Instructional Interventions for Verbal Outbursts
7. Understand and Implement Classroom Management Strategies for Students
With Specific Psychological Disorders
Child and Adolescent Mental Health and Schools
Classroom Management for Students With Anxiety Disorders
Classroom Management for Students With Bipolar Disorder
Working With Students With Borderline Personality Disorder (BPD) in the
Classroom
Working With Students With Depression in the Classroom
Working With Students With Obsessive Compulsive Disorder (OCD) in the
Classroom
Working With Students With Oppositional Defiant Disorder (ODD) in the
Classroom
Working With Students With Post-Traumatic Stress Disorder (PTSD) in the
Classroom
Working With Students With Reactive Attachment Disorder (RAD) in the
Classroom
Working With Students With Schizophrenia in the Classroom
References
Glossary
Index