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Learners with Emotional or
       Behavioral Disorders
                                          Chapter 8


Hallahan, Kauffman, & Pullen: Exceptional Learners: An Introduction to Special Education, Twelfth Edition

                              © 2012, 2009, 2006 Pearson Education, Inc.
                                         All rights reserved.
Topics
            Terminology
            Definition

            Classification

            Prevalence

            Causes

            Identification

Exceptional Learners, 12th Edition         © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         8-2                Education, Inc.
Topics (cont’d)
            Psychological and behavioral
             characteristics
            Educational considerations

            Assessment of progress

            Early intervention

            Transition to adulthood



Exceptional Learners, 12th Edition         © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         8-3                Education, Inc.
Terminology
                Emotionally disturbed – as used in the
                 Individuals with Disabilities Act (IDEA)
                Behaviorally disordered – used by many
                 professionals and Council for Exceptional
                 Children
                Emotional or behavior disorder –
                 introduced in 1990 by National Mental Health
                 and Special Educational Coalition; generally
                 accepted terminology of the field

Exceptional Learners, 12th Edition           © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         8-4                  Education, Inc.
Definition
   Definitional problems
         Lack of precise definitions of mental health and
          normal behavior
         Differences among conceptual models
         Imprecise measurement of emotion and
          behavior
         Emotional or behavioral disorders often overlap
          other disabilities
         Differences in the professionals who diagnose
          and serve children and youths
Exceptional Learners, 12th Edition         © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         8-5                Education, Inc.
Possible
combinations
of terms.
Choose one or
more in set A
combined with
one in set B.


 Exceptional Learners, 12th Edition         © 2012, 2009, 2006 Pearson
 Hallahan, Kauffman, & Pullen         8-6                Education, Inc.
Definition (cont’d)
     Current definitions
            Behavior is extreme
            Problem is chronic
            Behavior unacceptable because of social or
             cultural expectations




    Exceptional Learners, 12th Edition         © 2012, 2009, 2006 Pearson
    Hallahan, Kauffman, & Pullen         8-7                Education, Inc.
The National Alliance
                 on Mental Illness ( NAMI)
Mental illnesses are medical conditions that
disrupt a person’s thinking, feeling, mood, ability
to relate to others and daily functioning .( Nichy
Disability Fact Sheet #5 (FS5), June 2010, Emotional
Disturbance;p2)

IDEA’s definition, emotional disturbances can
effect an individual in areas beyond the
emotional. Depending on the specific mental
disorder involved, a person’s physical, social, or
cognitive skills may also be affected. ( Nichy
Disability FactEdition
   Exceptional Learners, 12
                            Sheet #5 (FS5), June 2010, Emotional
                           th                          © 2012, 2009, 2006 Pearson
    Hallahan, Kauffman, & Pullen            8-8                       Education, Inc.
Definition (cont’d)
     Federal definition
            Excludes social maladjustment which some states
             interpret as conduct disorder-aggressive, disruptive,
             antisocial behavior
     National Mental Health and Special Education
      Coalition definition
            A disability characterized by behavioral or emotional
             responses that adversely affect educational
             performance
            Acknowledges multiple disabilities
            Does not have arbitrary exclusions
Exceptional Learners, 12th Edition               © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         8-9                      Education, Inc.
Classification
                Two broad dimensions of disordered
                 behavior
                        Externalizing
                        Internalizing
                Co-morbidity – the occurrence of two or
                 more conditions in the same individual
                Schizophrenia

Exceptional Learners, 12th Edition       8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen             10                Education, Inc.
Prevalence
         Estimates of 6 to 10 percent of school-
          age population
         Less than 1 percent identified as
          emotionally disturbed
                Most identified students exhibit
                 externalizing behavior
                Boys outnumber girls about 5 to 1


Exceptional Learners, 12th Edition   8-      © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         11                   Education, Inc.
Activity
                        HOT POTATO
    Instructions: 1.You will need a ball.
                 2.Pass the ball around in the circle.
                   3.Stop when the counselor says “STOP.”
                   4. Counselor will ask the person holding the
                      potato this question.
                    What situations makes you angry?
                   5. Do about 3 rounds and stop.




Exceptional Learners, 12th Edition   8-     © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         12                  Education, Inc.
Causes
                Biological disorders and diseases
                        Medication helpful but not the only intervention
                         needed
                Pathological family relationships
                        Parents need positive support resources
                Undesirable experiences at school
                        Spiral of negative interactions
                Negative cultural influences
                        Increase in level of violence, drug abuse, and
                         changing social standards
Exceptional Learners, 12th Edition          8-             © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen                13                          Education, Inc.
Identification
      Difficult to identify
             When the child is young, problems may be
              undetected
             When there is an error in teacher judgment
             When the child does not exhibit problems at
              school
      Importance of teacher’s informal judgment



Exceptional Learners, 12th Edition   8-         © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         14                      Education, Inc.
Identification (cont’d)
      Three step screening system for
       elementary schools
             Teacher lists and ranks students
             Completes two checklists for three highest
              ranked pupils
             Pupils whose scores exceed norms are
              observed by other professionals


Exceptional Learners, 12th Edition   8-    © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         15                 Education, Inc.
Psychological and Behavioral
           Characteristics
                Intelligence and achievement
                        Typically, below average IQ (less than 90)
                Social and emotional characteristics
                        Aggressive, acting-out behavior
                         (externalizing)
                        Immature, withdrawn behavior and
                         depression (internalizing)


Exceptional Learners, 12th Edition      8-         © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen            16                      Education, Inc.
Hyperactivity




Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         17                Education, Inc.
Educational Considerations
                Objectives:
                        Controlling misbehavior
                        Teaching academic and social skills
                Balancing behavioral control with
                 academic and social learning
                Importance of integrated services


Exceptional Learners, 12th Edition      8-        © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen            18                     Education, Inc.
Teaching Students with Severe Emotional and
Behavioral Disorders: Best Practices Guide To Intervention From
Firwood & Oak Grove Schools ( p. 14 -16, Project Coordinator /Seattle
University, Larry Matsuda, 2005)
                                         BEST PRACTICES

            TEACHER
            Clearly define offensive language.
            Students may hear…….
            *Swearing at home or in the community.
            *Talk with students about what is and is not offensive
               language in the classroom.
            *Begin by teaching positive ways to express emotions
              and helping students distinguish positive emotional
            expression from negative.
            *For younger children, read Andrew’s angry words
            (Lachner & The, 1997) or Elbert’s bad word (Wood,
            1996) and discuss.
    Exceptional Learners, 12th Edition       8-      © 2012, 2009, 2006 Pearson
    Hallahan, Kauffman, & Pullen             19                   Education, Inc.
Best Practices
 TEACHING STRATEGIES
 Teach alternative ways to express anger. Teach
 different ways of expressing anger, other than swearing,
 such as….
  (a) finding a quiet place to calm down
  (b) crying in privacy
  (c) squeezing a stress ball
  (d) taking a walk
  (e)breathing deeply
  (f) giving oneself a time-out
  (g) writing a letter
  (h) doing self-soothing exercises. Encourage students to
 use these strategies when feeling anger or frustration.
Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         20                Education, Inc.
Best Practices

                                 Encourage students to ……

(a)Share feelings with others.

(b)Role-play strong emotions.

(c)Use journaling for self-expression.

(d)Create incentives/Create a classroom-wide
reward system
Exceptional Learners, 12th Edition          8-       © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen                21                    Education, Inc.
Best Practices ( cont’d)
 Establish link between self-esteem and language.

 Inappropriate language is a negative reflection on students
 who use it and may mean that these students do not think
 very highly of themselves. Positively reinforce the use of
 appropriate language to help increase their self-esteem.




Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         22                Education, Inc.
Best Practices
Teach about emotions. Post a list of feeling
words in the classroom.
(a)Beside each word, put a photograph of the students
themselves demonstrating the feeling, or have them cut
out magazine pictures that demonstrate the feeling.

(b) Talk about how each specific emotion feels, how the
body physically looks and what the body does when
feeling the emotion.

(c) Give the clear message that all emotions are okay,
but not all ways to express or cope with them are okay.
Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         23                Education, Inc.
Best Practices ( cont’d)
Post lists of offensive and non-offensive words.

Generate lists of “okay words in class” and “not okay
words in class” with students. Provide instruction about
what type of language to use where, when, and with
whom. For example, ask them how they would express
anger in front of their grandmother versus in front of
teammates when playing basketball.




Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         24                Education, Inc.
Best Practices cont’d
Send lists home to family members. Inform
families
of acceptable versus unacceptable language in the
classroom. Tell them that some words that are used at
home in private may not be words for students to use in the
classroom. Ask families to model appropriate language at
home as much as possible.




Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         25                Education, Inc.
Educational
           Considerations (cont’d)
                Strategies that work
                        Systematic, data-based interventions
                        Continuous assessment and progress
                         monitoring
                        Provision for practice of new skills
                        Treatment matched to the problem
                        Multicomponent treatment
                        Programming for transfer and maintenance
                        Commitment to sustained intervention

Exceptional Learners, 12th Edition      8-         © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen            26                      Education, Inc.
Educational Considerations
           (cont’d)
                Service delivery
                        Trend toward inclusion
                        Different needs require different
                         placements
                Instructional considerations
                        Need for social skills
                        Needs of juvenile delinquents
                        Special challenges for teachers
Exceptional Learners, 12th Edition       8-         © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen             27                      Education, Inc.
Educational Considerations
                (cont’d)
   Disciplinary considerations
       Functional behavioral assessment (FBA)
       Is a process in applied behavior analysis(ABA) and
        the IDEA ACTS of 1997, 2004. ( Beyond
        Behavior: Best Practices to Support Student
        Behavior (2011, p42 ,Michaud,Regan,)
       A team reviews the behavior of a student before,
        during, and after the behavior occurs to determine if
        there is a significant pattern. ( A-B-C Pattern)
       Positive behavioral supports and behavioral
        intervention plans
     Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
     Hallahan, Kauffman, & Pullen         28                Education, Inc.
RTI- Response To
            Intervention
                  STRATEGIES THAT WORK
How does a team develop a Behavior Intervention Plan(BIP)?
                     There are 4 key steps
1.Designing a function based intervention
2.Maximizing intervention success
3. Implementing the intervention
4.Evaluating the intervention

EXAMPLES: Positive reinforcement when student does the
right thing; Planned ignoring when student does not do the
right thing; Time out when student is not doing the right thing.

 Exceptional Learners, 12th Edition   8-    © 2012, 2009, 2006 Pearson
 Hallahan, Kauffman, & Pullen         29                 Education, Inc.
Class Dojo



http://www.youtube.com/watch?v=FRjsfWpfG0k




Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         30                Education, Inc.
Assessment of Progress
                Progress monitoring and outcome
                 measures
                        Evaluating the progress and outcomes of
                         behavioral interventions
                        Measuring progress and outcomes in
                         academic skills
                Testing accommodations

Exceptional Learners, 12th Edition     8-        © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen           31                     Education, Inc.
Early Intervention
                Identification
                        Diagnosis in very young children challenging
                        Children’s behavior responsive to social conditions
                Prevention problems
                        Parents and teachers trained in behavior
                         management
                        Costliness of programs and personnel needed
                        Professionals do not always agree upon the
                         behaviors that should be prevented

Exceptional Learners, 12th Edition         8-          © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen               32                       Education, Inc.
Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         33                Education, Inc.
Transition to Adulthood
                Programs available
                        Regular public high school classes
                        Consultant teachers who provide
                         individualized work and behavior
                         management
                        Resource rooms and self-contained classes
                        Work-study programs
                        Special private schools, alternative schools,
                         private or public residential schools

Exceptional Learners, 12th Edition       8-         © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen             34                      Education, Inc.
Transition to Adulthood (cont’d)

                Incarcerated youth neglected
                Employment difficulty due to academic
                 skills
                May require intervention throughout life




Exceptional Learners, 12th Edition   8-   © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen         35                Education, Inc.

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  • 1. Learners with Emotional or Behavioral Disorders Chapter 8 Hallahan, Kauffman, & Pullen: Exceptional Learners: An Introduction to Special Education, Twelfth Edition © 2012, 2009, 2006 Pearson Education, Inc. All rights reserved.
  • 2. Topics  Terminology  Definition  Classification  Prevalence  Causes  Identification Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 8-2 Education, Inc.
  • 3. Topics (cont’d)  Psychological and behavioral characteristics  Educational considerations  Assessment of progress  Early intervention  Transition to adulthood Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 8-3 Education, Inc.
  • 4. Terminology  Emotionally disturbed – as used in the Individuals with Disabilities Act (IDEA)  Behaviorally disordered – used by many professionals and Council for Exceptional Children  Emotional or behavior disorder – introduced in 1990 by National Mental Health and Special Educational Coalition; generally accepted terminology of the field Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 8-4 Education, Inc.
  • 5. Definition  Definitional problems  Lack of precise definitions of mental health and normal behavior  Differences among conceptual models  Imprecise measurement of emotion and behavior  Emotional or behavioral disorders often overlap other disabilities  Differences in the professionals who diagnose and serve children and youths Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 8-5 Education, Inc.
  • 6. Possible combinations of terms. Choose one or more in set A combined with one in set B. Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 8-6 Education, Inc.
  • 7. Definition (cont’d)  Current definitions  Behavior is extreme  Problem is chronic  Behavior unacceptable because of social or cultural expectations Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 8-7 Education, Inc.
  • 8. The National Alliance on Mental Illness ( NAMI) Mental illnesses are medical conditions that disrupt a person’s thinking, feeling, mood, ability to relate to others and daily functioning .( Nichy Disability Fact Sheet #5 (FS5), June 2010, Emotional Disturbance;p2) IDEA’s definition, emotional disturbances can effect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person’s physical, social, or cognitive skills may also be affected. ( Nichy Disability FactEdition Exceptional Learners, 12 Sheet #5 (FS5), June 2010, Emotional th © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 8-8 Education, Inc.
  • 9. Definition (cont’d)  Federal definition  Excludes social maladjustment which some states interpret as conduct disorder-aggressive, disruptive, antisocial behavior  National Mental Health and Special Education Coalition definition  A disability characterized by behavioral or emotional responses that adversely affect educational performance  Acknowledges multiple disabilities  Does not have arbitrary exclusions Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 8-9 Education, Inc.
  • 10. Classification  Two broad dimensions of disordered behavior  Externalizing  Internalizing  Co-morbidity – the occurrence of two or more conditions in the same individual  Schizophrenia Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 10 Education, Inc.
  • 11. Prevalence  Estimates of 6 to 10 percent of school- age population  Less than 1 percent identified as emotionally disturbed  Most identified students exhibit externalizing behavior  Boys outnumber girls about 5 to 1 Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 11 Education, Inc.
  • 12. Activity HOT POTATO Instructions: 1.You will need a ball. 2.Pass the ball around in the circle. 3.Stop when the counselor says “STOP.” 4. Counselor will ask the person holding the potato this question. What situations makes you angry? 5. Do about 3 rounds and stop. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 12 Education, Inc.
  • 13. Causes  Biological disorders and diseases  Medication helpful but not the only intervention needed  Pathological family relationships  Parents need positive support resources  Undesirable experiences at school  Spiral of negative interactions  Negative cultural influences  Increase in level of violence, drug abuse, and changing social standards Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 13 Education, Inc.
  • 14. Identification  Difficult to identify  When the child is young, problems may be undetected  When there is an error in teacher judgment  When the child does not exhibit problems at school  Importance of teacher’s informal judgment Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 14 Education, Inc.
  • 15. Identification (cont’d)  Three step screening system for elementary schools  Teacher lists and ranks students  Completes two checklists for three highest ranked pupils  Pupils whose scores exceed norms are observed by other professionals Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 15 Education, Inc.
  • 16. Psychological and Behavioral Characteristics  Intelligence and achievement  Typically, below average IQ (less than 90)  Social and emotional characteristics  Aggressive, acting-out behavior (externalizing)  Immature, withdrawn behavior and depression (internalizing) Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 16 Education, Inc.
  • 17. Hyperactivity Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 17 Education, Inc.
  • 18. Educational Considerations  Objectives:  Controlling misbehavior  Teaching academic and social skills  Balancing behavioral control with academic and social learning  Importance of integrated services Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 18 Education, Inc.
  • 19. Teaching Students with Severe Emotional and Behavioral Disorders: Best Practices Guide To Intervention From Firwood & Oak Grove Schools ( p. 14 -16, Project Coordinator /Seattle University, Larry Matsuda, 2005) BEST PRACTICES TEACHER Clearly define offensive language. Students may hear……. *Swearing at home or in the community. *Talk with students about what is and is not offensive language in the classroom. *Begin by teaching positive ways to express emotions and helping students distinguish positive emotional expression from negative. *For younger children, read Andrew’s angry words (Lachner & The, 1997) or Elbert’s bad word (Wood, 1996) and discuss. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 19 Education, Inc.
  • 20. Best Practices TEACHING STRATEGIES Teach alternative ways to express anger. Teach different ways of expressing anger, other than swearing, such as…. (a) finding a quiet place to calm down (b) crying in privacy (c) squeezing a stress ball (d) taking a walk (e)breathing deeply (f) giving oneself a time-out (g) writing a letter (h) doing self-soothing exercises. Encourage students to use these strategies when feeling anger or frustration. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 20 Education, Inc.
  • 21. Best Practices Encourage students to …… (a)Share feelings with others. (b)Role-play strong emotions. (c)Use journaling for self-expression. (d)Create incentives/Create a classroom-wide reward system Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 21 Education, Inc.
  • 22. Best Practices ( cont’d) Establish link between self-esteem and language. Inappropriate language is a negative reflection on students who use it and may mean that these students do not think very highly of themselves. Positively reinforce the use of appropriate language to help increase their self-esteem. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 22 Education, Inc.
  • 23. Best Practices Teach about emotions. Post a list of feeling words in the classroom. (a)Beside each word, put a photograph of the students themselves demonstrating the feeling, or have them cut out magazine pictures that demonstrate the feeling. (b) Talk about how each specific emotion feels, how the body physically looks and what the body does when feeling the emotion. (c) Give the clear message that all emotions are okay, but not all ways to express or cope with them are okay. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 23 Education, Inc.
  • 24. Best Practices ( cont’d) Post lists of offensive and non-offensive words. Generate lists of “okay words in class” and “not okay words in class” with students. Provide instruction about what type of language to use where, when, and with whom. For example, ask them how they would express anger in front of their grandmother versus in front of teammates when playing basketball. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 24 Education, Inc.
  • 25. Best Practices cont’d Send lists home to family members. Inform families of acceptable versus unacceptable language in the classroom. Tell them that some words that are used at home in private may not be words for students to use in the classroom. Ask families to model appropriate language at home as much as possible. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 25 Education, Inc.
  • 26. Educational Considerations (cont’d)  Strategies that work  Systematic, data-based interventions  Continuous assessment and progress monitoring  Provision for practice of new skills  Treatment matched to the problem  Multicomponent treatment  Programming for transfer and maintenance  Commitment to sustained intervention Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 26 Education, Inc.
  • 27. Educational Considerations (cont’d)  Service delivery  Trend toward inclusion  Different needs require different placements  Instructional considerations  Need for social skills  Needs of juvenile delinquents  Special challenges for teachers Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 27 Education, Inc.
  • 28. Educational Considerations (cont’d)  Disciplinary considerations  Functional behavioral assessment (FBA)  Is a process in applied behavior analysis(ABA) and the IDEA ACTS of 1997, 2004. ( Beyond Behavior: Best Practices to Support Student Behavior (2011, p42 ,Michaud,Regan,)  A team reviews the behavior of a student before, during, and after the behavior occurs to determine if there is a significant pattern. ( A-B-C Pattern)  Positive behavioral supports and behavioral intervention plans Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 28 Education, Inc.
  • 29. RTI- Response To Intervention STRATEGIES THAT WORK How does a team develop a Behavior Intervention Plan(BIP)? There are 4 key steps 1.Designing a function based intervention 2.Maximizing intervention success 3. Implementing the intervention 4.Evaluating the intervention EXAMPLES: Positive reinforcement when student does the right thing; Planned ignoring when student does not do the right thing; Time out when student is not doing the right thing. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 29 Education, Inc.
  • 30. Class Dojo http://www.youtube.com/watch?v=FRjsfWpfG0k Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 30 Education, Inc.
  • 31. Assessment of Progress  Progress monitoring and outcome measures  Evaluating the progress and outcomes of behavioral interventions  Measuring progress and outcomes in academic skills  Testing accommodations Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 31 Education, Inc.
  • 32. Early Intervention  Identification  Diagnosis in very young children challenging  Children’s behavior responsive to social conditions  Prevention problems  Parents and teachers trained in behavior management  Costliness of programs and personnel needed  Professionals do not always agree upon the behaviors that should be prevented Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 32 Education, Inc.
  • 33. Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 33 Education, Inc.
  • 34. Transition to Adulthood  Programs available  Regular public high school classes  Consultant teachers who provide individualized work and behavior management  Resource rooms and self-contained classes  Work-study programs  Special private schools, alternative schools, private or public residential schools Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 34 Education, Inc.
  • 35. Transition to Adulthood (cont’d)  Incarcerated youth neglected  Employment difficulty due to academic skills  May require intervention throughout life Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson Hallahan, Kauffman, & Pullen 35 Education, Inc.

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