'General education teachers need more information and guidance on how to effectively work with students with emotional and behavioral disorders. This book provides an overview of the various needs and characteristics that many of these students display.'ùEmily Wilmes, Emotional Behavioral Disorder TeacherRoosevelt Elementary School, Mankato, MNEffective methods for teaching students with emotional and behavioral disorders!Written by experts in the field of special education, this guide provides a clear and comprehensive overview of emotional and behavioral disorders (EBD), along with practical…mehr
'General education teachers need more information and guidance on how to effectively work with students with emotional and behavioral disorders. This book provides an overview of the various needs and characteristics that many of these students display.'ùEmily Wilmes, Emotional Behavioral Disorder TeacherRoosevelt Elementary School, Mankato, MNEffective methods for teaching students with emotional and behavioral disorders!Written by experts in the field of special education, this guide provides a clear and comprehensive overview of emotional and behavioral disorders (EBD), along with practical guidelines for working with students diagnosed with EBD. Aligned with the reauthorization of IDEA 2004, these effective and culturally sensitive techniques help teachers understand and distinguish typical behavior from the symptoms, problems, and characteristics of EBD, such as moodiness, argumentative behavior, anger, difficulty interacting with peers, refusing to share, and inability or unwillingness to take responsibility.Ideal for general and special education teachers, this step-by-step resource includes references, a glossary, and information about:Positive reinforcements and effective instructional interventions for the classroom Federal regulations related to students with EBD Ways to promote healthy social interactions Classroom management strategies for specific disorders Classroom Management for Students With Emotional and Behavioral Disorders provides invaluable guidance for redirecting students toward more appropriate behaviors, building important social skills, and establishing a positive classroom climate for all learners.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
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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
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
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