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Classroom Management for Students With Emotional and Behavioral Disorders
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Classroom Management for Students With Emotional and Behavioral Disorders
A Step-by-Step Guide for Educators



April 2008 | 152 pages | Corwin
'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.'ùEmily Wilmes, Emotional Behavioral Disorder TeacherRoosevelt Elementary School, Mankato, MNEffective 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.
 
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

"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

This book is very practical for our students. Our students should become educational practitioners. So this books fits very wel in our curriculum.

We only have recommended literature in our course. Students should pick out titles according to their own needs and interest. We recomment a list of books to them. This book is one of the books they can choose. We recomment reading this title.

Dr Jan Marten Praamsma
Faculty of Social & Behavioural Sci, Utrecht University
February 15, 2012

I like the way the book breaks down each of the behavior issues and gives suggestions for the classroom teacher

Mrs Nonnie Wrenn
Early Childhood Education, Haywood Community College
February 21, 2011

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... More About Author

George A. 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... More About Author