Ch7+Notes

 After studying this chapter, you should be able to: · Identify and define the characteristics of students with emotional and behavioral disorders. · Compare and contrast externalizing and internalizing behaviors. · Describe the causes of emotional and behavioral disorders. · Articulate services and instructional approaches for students with emotional or behavioral disorders.
 * Chapter 7 **
 * Understanding Students with Emotional or Behavioral Disorders **
 * Chapter Objectives **

Slide 2: Chapter 7 Objectives
 * Chapter Overview/Presentation Outline **
 * I: Introduction **

Slide 3: Defining Emotional or Behavioral Disorders
 * II. Identifying Students with Emotional or Behavioral Disorders **

Slide 4: Defining Emotional or Behavioral Disorders Slide 5: Prevalence of EBD Slide 6: Emotional Characteristics of EBD

Slide 7: Behavioral Characteristics of EBD

Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 1. As you watch the video and answer the accompanying questions think about what externalizing behaviors this boy has exhibited and how his teachers addressed those behaviors. Slide 8: Cognitive and Academic Characteristics of EBD

Slide 9: Determining the Causes Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 2. As you read the case and answer the accompanying questions reflect on how this child’s family situation has affected his behavior.

Slide 10: Determining the Presence // - discuss rating scales for determining the presence of EBD // Slide 11: Partnering for Special Education and Related Services // - discuss wraparound services // Remind students: Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 3. As you watch the video and answer the accompanying questions consider how the teacher in this clip is engendering self-management strategies in her students. Slide 12: Partnering for Special Education and Related Services // -discuss the four phases of wraparound services // Slide 13: Determining Supplementary Aids and Services // -discuss classwide, peer-assisted, self-management and reverse-role tutoring // Slide 14: Planning for Universal Design for Learning // -discuss UDL strategies for students with EBD // Slide 15: Planning for Other Educational Needs // -discuss other education needs of students with EBD // Remind students: Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 4. As you watch the video and answer the accompanying questions reflect on the components of this schools’ schoolwide positive behavior support plan. Slide 16: Preventing Dropouts // -discuss how to prevent dropouts // Slide 17: Early Childhood Students // -discuss classroom-centered intervention, family-school partnership intervention, and multicomponent intervention // Slide 18: Elementary and Middle School Students // -discuss service learning // Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 5. As you examine the cases, think about how you might incorporate a service learning project on a school level that would be beneficial for multiple-age students with multiple issues. Slide 19: Secondary and Transition Students // -discuss conflict resolution // Go to the Building Teaching Skills and Dispositions section in Chapter 7 of MyEducationLab and complete the activities. As you watch the video, think about how you could incorporate social skills instruction into these conflict resolution strategies Slide 20: Measuring Students’ Progress // -discuss mastery learning and social skills // Remind students: Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 6. As you watch the video reflect on how the think-pair-share strategy is beneficial for all students in this classroom. Slide 21: Making Accommodations for Assessment // -discuss testing accommodations for students with EBD // 1. At the beginning of class, have students read the case study at the beginning of the chapter. Discuss the student’s strengths, weaknesses, support systems, family-professional collaboration, and educational program.
 * III. Evaluating Students with Emotional or Behavioral Disorders **
 * IV. Designing an Appropriate IEP**
 * V. Using Effective Instructional Strategies **
 * VI. Assessing Students’ Progress **
 * Class Activities **

2. Have students create a brochure about the disability addressed in the chapter. The brochure can be trifold and include: a definition of the disability, causes of the disability, characteristics of the disability, inclusion ideas, and disability support/information groups. If students have access to computers they can do the brochure on the computer and print it. If brochures are done for each chapter, give copies to each student in the class to keep for informational purposes for themselves or others.

3. Assign each student or pair of students a disability. Have the students prepare a class presentation of the disability to include definition of the disability, causes and prevalence, characteristics, assistive technology ideas, inclusion ideas, and information/support groups. Students can present each disability during a different class time. You can pair this with the brochure activity and have the students prepare the brochure as a handout to accompany their presentation.

4. Externalizing and Internalizing Behaviors. Most emotional and behavioral disorders are classified as possessing mostly externalizing or internalizing behaviors. Have the students do the following activity. Even though our textbook says that they may occur at the same time, list the disorders mentioned in the chapter that have externalizing behaviors and those that have internalizing behaviors. Which disorders have behaviors in both categories? Handout provided.

About A Beautiful Mind - The film follows John Forbes Nash Jr., a mathematician, from his doctoral studies to the more recent years of his life and documents the impact of Nash’s schizophrenia on his relationships, his career, and his life.
 * // 5. A Beautiful Mind //** © 2001 135 minutes Show a portion or all of F.A.T. City and allows students to discuss the film.

6. At the end of class, have students revisit the case study at the beginning of the chapter. Use the questions at the end of the chapter, “What do you think?” to facilitate discussion. 1. Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 1. As you watch the video and answer the accompanying questions think about what externalizing behaviors this boy has exhibited and how his teachers addressed those behaviors.
 * MyEducationLab assignments **
 * Activities and Applications **

2. Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 2. As you read the case and answer the accompanying questions reflect on how this child’s family situation has affected his behavior.

3. Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 3. As you watch the video and answer the accompanying questions consider how the teacher in this clip is engendering self-management strategies in her students.

4. Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 4. As you watch the video and answer the accompanying questions reflect on the components of this schools’ schoolwide positive behavior support plan.

5. Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 5. As you examine the cases, think about how you might incorporate a service learning project on a school level that would be beneficial for multiple-age students with multiple issues.

6. Go to the Activities and Application section in Chapter 7 of MyEducationLab and complete Activity 6. As you watch the video reflect on how the think-pair-share strategy is beneficial for all students in this classroom.

1. Go to the Building Teaching Skills and Dispositions section in Chapter 7 of MyEducationLab and complete the activities. As you watch the video, think about how you could incorporate social skills instruction into these conflict resolution strategies
 * Building Teaching Skills **


 * Activity 4 - Externalizing and Internalizing Behaviors.** Most emotional and behavioral disorders are classified as possessing mostly externalizing or internalizing behaviors. Even though our textbook says they may occur at the same time, list the disorders mentioned in the chapter that have externalizing behaviors and those that have internalizing behaviors.

Which disorders have behaviors in both categories?    **Understanding Students with Autism **  .
 * ** Externalizing Behavior Disorders ** || ** Internalizing Behavior Disorders ** ||