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Page 1: Engaging Students with EBD by Effective Instructional Programs · 1 Engaging Students with EBD by Designing and Implementing Effective Instructional Programs Susan Morris Los Angeles

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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

[email protected]@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

��WhatWhat’’s 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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