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Teaching Students With Emotional Disturbance

Teaching Students With Emotional Disturbance
A Practical Guide for Every Teacher

112 pages | Corwin
When a student is inattentive, extremely anxious, or has an outright tantrum in the classroom, ascertaining the exact cause may be difficult, but it is a critical step in reaching and teaching the students who exhibit these behaviours. In Teaching Students With Emotional Disturbance, Ysseldyke and Algozzine show readers how to recognize the cognitive, academic, physical, communicational, and behavioural characteristics of several forms of emotional disturbance and offer specific strategies for responding to anxiety issues, opposition and non-compliance, tantrums, disruptiveness, inattention, task avoidance, and more.

Highlights include

o A pre-test and post-test to help readers assess their understanding about the origins of social and emotional difficulties and how they are best addressed

o Effective interventions and instructional adaptations for students who have emotional problems

o Trends and issues currently influencing how students with social and emotional problems are taught

o Key vocabulary terms

About A Practical Approach to Special Education for Every Teacher
About the Authors
Self-Assessment I
Introduction to Teaching Students With Emotional Disturbance
1.What Is Emotional Disturbance?
What You May See in Your Classroom

What Assessments Will Tell You

2.What Should Every Teacher Know About Teaching Students With Emotional Problems?

Opposition and Noncompliance

Temper Tantrums

3.What Should Every Teacher Know About Teaching Students With Social Problems?


Irrelevant Activities

Task Avoidance

4.What Trends and Issues Influence How We Teach Students With Emotional Disturbance?
An Evolving Definition

Medical Treatment

5. Emotional Disturbance in Perspective
6. What Have We Learned?
Key Points

More About Emotional Disturbance in the Classroom

Key Vocabulary

Self-Assessment II

Answer Key for Self-Assessments

On Your Own


Journals & Articles



Not comprehensive enough for graduate course

Dr Dava O'Connor
School Of Education, Lander University
September 1, 2010

Sample Materials & Chapters

About the Series


Chapter 1

Bob Algozzine

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and... More About Author

James Ysseldyke

Jim Ysseldyke, Ph.D., is Birkmaier Professor in the Department of Educational Psychology, director of the School Psychology Program, and director of the Center for Reading Research at the University of Minnesota. Widely requested as a staff developer and conference speaker, Ysseldyke brings more than 30 years of research and teaching experience to educational professionals around the globe. ... More About Author