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  • 1

    Engaging Students with EBD by Engaging Students with EBD by

    Designing and Implementing Designing and Implementing

    Effective Instructional ProgramsEffective Instructional Programs

    Susan MorrisSusan Morris

    Los Angeles Unified School DistrictLos Angeles Unified School District

    susan.morris@lausd.netsusan.morris@lausd.net

    Students with Emotional and Students with Emotional and

    Behavioral DisordersBehavioral Disorders

    1% of the special education population1% of the special education population

    Students perform:Students perform:

    1.21.2--2 grade levels behind in elementary school2 grade levels behind in elementary school

    3.5 grade levels behind in high school3.5 grade levels behind in high school

    Students with Emotional and Students with Emotional and

    Behavioral DisordersBehavioral Disorders

    At risk for:At risk for:

    Lower gradesLower grades

    Dropping out of schoolDropping out of school

    PostPost--school unemployment rateschool unemployment rate

    of 52%of 52%

    Poor graduation rates (32.1%) Poor graduation rates (32.1%)

    of students with any disabilityof students with any disability

    (U.S. Department of Education, 2006)(U.S. Department of Education, 2006)

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    What do we need to do to support What do we need to do to support

    students with emotional and students with emotional and

    behavioral disorders?behavioral disorders?

    CopingStrategies

    Behavioral Strategies

    Social Skills

    Collaboration

    Classroom Structure & Environment

    Instructional Strategies

    Teacher Care

    Classroom Organization and Classroom Organization and

    StructureStructure

    Routines and Routines and

    proceduresprocedures

    RulesRules

    ExpectationsExpectations

    Physical EnvironmentPhysical Environment

    Work Work space(sspace(s), ),

    storage, displays, storage, displays,

    etc.etc.

    Respectful interactionsRespectful interactions

    Consistency!Consistency!

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    If antisocial behavior patterns are not If antisocial behavior patterns are not

    addressed early on, these children tend to addressed early on, these children tend to

    experience numerous longexperience numerous long--term negative term negative

    consequences such as academic failure, consequences such as academic failure,

    impaired social relationships, and escalating impaired social relationships, and escalating

    rates of aggressive behaviorrates of aggressive behavior..

    Instructional StrategiesInstructional Strategies

    PeerPeer--mediated strategiesmediated strategies

    SelfSelf--mediated strategiesmediated strategies

    TeacherTeacher--mediated strategiesmediated strategies

    Types of PeerTypes of Peer--Mediated Mediated

    InterventionsInterventions

    XXPeer reinforcementPeer reinforcement

    XXPeer modelingPeer modeling

    XXPeer assessmentPeer assessment

    XXPeerPeer--assisted learning assisted learning

    strategies strategies

    XXXXPeer tutoringPeer tutoring

    XXXXCross age tutoringCross age tutoring

    XXCooperative learningCooperative learning

    XXClassClass--wide peer tutoringwide peer tutoring

    SecondarySecondaryElementaryElementaryInterventionsInterventions

    Ryan, J., Pierce, C., & Mooney, P. (2008)

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    SelfSelf--mediated Interventionsmediated Interventions

    Self-mediated Interventions

    Self-monitoring Goal Setting

    Self-evaluation Strategy Intervention

    Self-instruction

    Ryan, J., Pierce, C., & Mooney, P. (2008)

    Teacher Mediated InterventionsTeacher Mediated Interventions

    (Antecedent based)(Antecedent based)

    Structured academic Structured academic

    taskstasks

    Modeling, rehearsal & Modeling, rehearsal &

    feedbackfeedback

    PreviewingPreviewing

    Adjusting task Adjusting task

    difficultydifficulty

    Story mappingStory mapping

    TestTest--taking skillstaking skills

    ChoiceChoice--making making

    Curricular Curricular

    modificationsmodifications

    Ryan, J., Pierce, C., & Mooney, P. (2008)

    TeacherTeacher--mediated Interventionsmediated Interventions

    (Consequence based)(Consequence based)

    Token systemToken system

    Contingency Contingency

    reinforcersreinforcers

    Use of free timeUse of free time

    Academic contractingAcademic contracting

    Written feedbackWritten feedback

    Bonus contingencyBonus contingency

    Ryan, J., Pierce, C., & Mooney, P. (2008)

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    ProblemProblem--Solving Model Solving Model (NASDSE, 2005)(NASDSE, 2005)

    4.

    EVALUATE

    THE PLAN

    3.

    DEVELOP

    A PLAN

    1.

    DEFINE THE

    PROBLEM

    2.

    ANALYZE THE

    PROBLEM

    Children and youth who experience Children and youth who experience deficits in social skills usually deficits in social skills usually demonstrate a lack of social demonstrate a lack of social

    competence, which can result in lifelong competence, which can result in lifelong problems associated with employment, problems associated with employment,

    mental and physical health, mental and physical health, relationships, and overall quality of life.relationships, and overall quality of life.

    --MelloyMelloy, K., Davis, C., , K., Davis, C., WehbyWehby, J., , J., MurryMurry, F. & , F. & LeiberLeiber, , J., 1998J., 1998

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    Social Skills Instruction:Social Skills Instruction:

    Developing Social Emotional SkillsDeveloping Social Emotional Skills

    Explicit Teaching of Social SkillsExplicit Teaching of Social Skills

    Identify the skillIdentify the skill

    Define the skillDefine the skill

    Model the skillModel the skill

    Establish the student skill needEstablish the student skill need

    Role playRole play

    Provide performance feedbackProvide performance feedback

    Video ClipVideo Clip

    Deciding How Someone Deciding How Someone

    FeelsFeels

    1.Watch the person.1.Watch the person.

    2. Name the feeling.2. Name the feeling.

    3. Ask.3. Ask.

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    Coping and Relaxation StrategiesCoping and Relaxation Strategies

    Cognitive Behavior Cognitive Behavior Techniques:Techniques:

    Feelings thermometerFeelings thermometer

    Emotional pieEmotional pie

    Common thinking errorsCommon thinking errors

    Relaxation StrategiesRelaxation Strategies

    Deep breathingDeep breathing

    Counting to 10Counting to 10

    Progressive Progressive RelaxationRelaxation

    ExerciseExercise

    ModelingModeling

    Behavioral StrategiesBehavioral Strategies

    Motivation

    Self-

    Management

    Antecedent

    Strategies

    Reinforcement

    Procedures

    ReplacementBehavior

    BehaviorSupport

    Plan

    Behavioral

    Strategies

    Identify & Define Target Behavior

    Direct Observation

    Data Collection

    Determine the Function of the Behavior

    Interviews Review of Records

    Identify the Replacement Behavior

    Teaching Strategies Reinforcement Reactive Strategies

    Develop and Implement BSP

    Functional Behavioral Assessment

    Flowchart

    LAUSD Website, Division of Special Education

    http://sped.lausd.net/sepg2s/pd/behavior_fba/FBATraining.htm

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    CollaborationCollaboration

    ParentsParents

    TherapistsTherapists

    PhysiciansPhysicians

    Mental health Mental health

    providersproviders

    Classroom support Classroom support

    staffstaff

    Factors to Consider

    Depression

    Burnout

    Emotional avoidance

    Self-efficacy

    Teacher CareTeacher Care

    Be proactiveBe proactive

    WhatWhats your plan?s your plan?

    Immediately after an Immediately after an

    incidentincident

    After workAfter work

    LifestyleLifestyle

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    Restoring BalanceRestoring Balance

    Managing StressManaging Stress

    Restore Sense of Restore Sense of

    Well BeingWell Being

    Avoiding Burn OutAvoiding Burn Out

    There are no secrets to success. It is the result of There are no secrets to success. It is the result of

    preparation, hard work, and learning from failure. preparation, hard work, and learning from failure.

    --Colin PowellColin Powell

    Every block of stone has a statue inside it Every block of stone has a statue inside it

    and it is the task of the sculptor toand it is the task of the sculptor to

    discover it.discover it.

    --MichelangeloMichelangelo

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