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Classroom Management for Students With Emotional and Behavioral Disorders

A Step-by-Step Guide for Educators

By: Roger Pierangelo, George Giuliani

Effective methods for teaching students with emotional and behavioral disorders!

Written by experts in special education, this guide provides an overview of emotional and behavioral disorders (EBD) and practical guidelines for working with students diagnosed with EBD. Aligned with the reauthorization of IDEA 2004, these culturally sensitive techniques help general and special education teachers understand and distinguish typical behavior from the symptoms, problems, and characteristics of EBD. This step-by-step resource includes 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

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781412917872
Published By: Corwin
Year: 2008
Page Count: 152
Publication date: March 31, 2014

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Description

"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."
—Emily Wilmes, Emotional Behavioral Disorder Teacher
Roosevelt Elementary School, Mankato, MN

Effective 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.

Key features

As a step-by-step guide that is a comprehensive outline of all the topics associated with Emotional Behavioral Disorder (EBD), this book's coverage is on:

The regulations circumscribed around EBD under the IDEA laws surrounding Special Education.
Description of typical EBD behaviors and positive reinforcements
The most effective intervention strategies for best practice in the classroom
Specific management strategies for particular psychological disorders

Author(s)

Roger Pierangelo

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.

George Giuliani

George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics.

Giuliani earned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John's University, JD from City University Law School, and PsyD from Rutgers University, The Graduate School of Applied and Professional Psychology.

Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

Table of Contents

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

Reviews

"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."

Emily Wilmes, Emotional Behavioral Disorder Teacher
Roosevelt Elementary School, Mankato, MN

"Well organized and readable. The chapter on cultural differences is a focus I have not seen explored significantly in other books."

Joanna Vagle, Special Education Teacher
STMA Middle School, St. Michael, MN

Other Titles in: Student Behavior | Emotional & Behavioral Disorders | Teaching At-Risk Students

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Review Copies

This book is not available as a review copy.