1. Stacia Jarvis
EDUC 280
Fall 2014

2. b
“Growing numbers of
[students with] special
needs are behavior
related.”
(Times Educational Supplement
editorial, 2005)
“They can make
our teaching lives
miserable and
single-handedly
disrupt a
classroom”
(Rhode et al., 1998, p. 3)
“The dark heart of
inclusion: every child
matters , but only if
they behave
themselves”
(Louisa Leaman as quoted in Soan, 2006)
Their aggressive, disruptive,
and defiant behavior wastes
teaching time, disrupts the
learning of all students,
threatens safety, and
overwhelms teachers.
(http://www.aft.org/periodical/am
erican-educator/winter-2003-
2004/heading-disruptive-
behavior#sthash.lU1bCHtK.dpuf)

3. What is Inclusion?
Inclusion allows students with disabilities
to go to school along side their friends and
neighbors while also receiving the
“specially designed instruction and support”
they need in order to rise to the high
standards and to be successful as learners.

4. Emotional and Behavioral
Disorders
 Teachers are
reporting an
increase of behavior
problems related to
Emotional and
Behavioral
Disabilities. A report
recently released by
Scholastic shows
increased levels of
behavior problems:
68%
64%
53%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Elementry Middle
School
High School
%ofteachersreporting
Grade level of teachers reporting
Increased Behavior Problems
within the Classroom

5. The most common disabilities
 attention
deficit/hyperactivity disorder
(ADHD)
 behavioral or conduct
Problems
 anxiety and depression
 autism spectrum disorders
 Tourette syndrome.
ADHD
Behavior/
Conduct
Problems
Anxiety
Depression
Autism
Spectrum
Disorders
Tourette
Syndrome
4.2 Million
2.2 Million
1.8 Million
1.3 Million
678,000
99,000

6. Students with such disabilities are often labeled as
having an emotional disturbance, which is defined
under the Individuals with Disabilities Education Act
(IDEA) as follows:
...a condition exhibiting one or more of the following characteristics over a long period of
time and to a marked degree that adversely affects a child's educational
performance:
 An inability to learn that cannot be explained by intellectual, sensory, or health
factors
 An inability to build or maintain satisfactory interpersonal relationships with peers
and teachers
 Inappropriate types of behavior or feelings under normal circumstances
 A general pervasive mood of unhappiness or depression
 A tendency to develop physical symptoms or fears associated with personal or
school factors.
-[Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]

7. Problem Behaviors Often
Encountered
• Talking out of turn
• Work avoidance
• Hindering other students
• Unwanted non-verbal noises
• Verbal abuse
• General rowdiness
• Physical aggression
• Consistent infringement of class
rules

8. Challenges for Educators
It can be challenging for Teachers to identify and deal with
children who demonstrate serious behaviors related to
emotional and behavioral disorders.
Students with emotional and behavioral disorder often need
more individualized attention to help deal with their disability.
Effective programs for students having an emotional and
behavioral disorder are often expensive:
 For most regular schools, adequate support is not easy to
provide
 Extra training and support is often needed to improve
teachers’ and other staffs’ ability to make inclusion work

9. Myths Surrounding Emotional
Disabilities
o Myth B: Students with emotional or behavioral disabilities behave the way that they do because
they’ve gotten away with a lot.
Often times, students with an emotional or behavior disability have gone the length of the
disciplinary system:
• Privileges have been taken away
• Time has been spent in the principles office
• They have been suspended
o Myth A: Emotional disabilities are not true disabilities. Students choose
their behavior and have control over their “handicap”.
Students who struggle with an emotional or behavioral disability have no more control over
that disability than a person who has a physical handicap. With proper interventions, students
with these type of disabilities can achieve a high degree of success.

10. Communicative Intent of
Behavior:
Why?
I’m
frustrated!
I want to
annoy
you!
I’m
lonely!
I’m
rebelling!

11. PROMOTE
POSITIVE SOCIAL
INTERACTIONS
AND
COOPERATION
PURPOSEFULLY
DESIGN THE
CLASSROOM AND
LESSONS
REINFORCE
APPROPRIATE
BEHAVIORS
USE FUNCTIONAL
BEHAVIORAL
ASSESSMENTS TO
IDENTIFY AND
ENCOURAGE
APPROPRIATE
BEHAVIORS

12. Children with social skills deficits
often struggle with:
 Teachers can provide instruction and modeling of appropriate behaviors
and responses.
 Teachers can create opportunities for children to practice and generalize
social skills through class interactions.
 Teachers should provide positive feedback to promote appropriate
behaviors
 Teachers should redirect inappropriate behaviors.
PROMOTE POSITIVE
SOCIAL
INTERACTIONS AND
COOPERATION
Cooperation
Communication
Emotional understanding and regulation
Aggression
Problem Solving

13. Challenging
behaviors are often
predictable
responses to a
specific event
occurring in the
environment.
PURPOSEFULLY
DESIGN THE
CLASSROOM AND
LESSONS
Identifying environmental variables will
help to implement an intervention. An
environmental intervention can help to
address and reduce the challenging
behavior and to increase appropriate
behavior.

14. REINFORCE
APPROPRIATE
BEHAVIORS
Devise an IEP plan
Acknowledge the students preferences
and strengths
Be Consistent
Use group-contingency (group rewards)
management techniques
Provide more opportunities to reinforce
appropriate behaviors

15. USE FUNCTIONAL
BEHAVIORAL
ASSESSMENTS TO
IDENTIFY AND
ENCOURAGE
APPROPRIATE
BEHAVIORS
 Most functional assessments focus
on recognizing and creating
interventions that maintain
consequences of problem behavior.
 Antecedent assessments can be used
in FBAs to identify environmental
variables that contribute to both
inappropriate and appropriate
behaviors.
 Studying these assessments allow
for the development of
interventions that prevent problem
behavior and promote appropriate
classroom behavior.

16. Functional
Analysis
Isolate and
Define the
Behavior
Write down
the main
factors to be
considered
Make a grid
for
collecting
data
Note and
record when,
where, what,
and how
whenever the
behavior
occurs
Make
revisions in
grid if
necessary
Analyze the
data. Look
for patterns
and areas of
consistent
prediction

17. Not getting
enough sleep,
noisy activity,
lights bright
Bell rings,
teacher asks
student to do
something, peer
says “Hello”
Screaming,
flapping hands,
hitting, body
rocking
Child told to
leave activity,
Child takes a
break, teacher
says “Don’t hit”
Setting Event
Antecedent
Stimulus
Behavior Consequence
Anything that
increases the
likelihood that the
challenging
behavior will
occur
Events or
conditions that are
present right
before the
behavior occurs
Challenging
Behavior
The events or
conditions that are
present
Right after the
behavior occurs
S A B C
EXAMPLE:

18. 5 Common features
of effective inclusion, instruction, and assessment
for students with Emotional and Behavioral Disabilities
Leadership:
Teachers, principles and other staff
members provide leadership and
communicate the values of the school.
This leadership needs to have hope
and
concern for solutions, not just
problems.
Shared values:
staff work to promote the values of the
school involving all students.
Behavior policy and practice:
A consistent behavior plan with
strategies for
students with disabilities as an
extension of
Understanding Emotional/Behavioral
Disorders:
Staff understand the nature of
Emotional and
Behavioral Disabilities, and can
distinguish it
from ordinary misbehavior. Staff also
need to
understand the development (social,
emotional
and cognitive) of all types of students.
Teaching skills and the curriculum:
Teachers need to collaborate and plan
for
instruction. This includes best practices
such as

19. Phases of an Incident
1
2
3
4
5
7
6
Calm
Trigger
Agitation
Acceleration/
Agitation
Peak
De Escalation
Recovery
Intervention
is Possible
at all
Phases

20. Review
Children with Behavioral and Emotional
Disabilities DO belong!
 Focusing on the reason and not the behavior effectively de-escalates many
situations. After the student is rational, the behavior can be dealt with in a
reasonable length of time.
 Challenging behaviors are, most often, predictable responses to an event
occurring in their environment.
 Some children engage in challenging behavior because they
lack necessary language and social skills.
 Alterations to features of the child's activities and child’s social and physical
environment can help to manage behavior challenges.
 Increase the probability that appropriate behaviors
will occur.
 It is never to late for an intervention.
 Use FBAs!

21.  Adams, C. L. (2006, June). The Challenges of Inclusion. Retrieved from Scholastic:
http://www.scholastic.com/browse/article.jsp?id=7022
 Carey, D. J. (n.d.). Challenging Behavior. Retrieved from David J. Carey:
http://www.davidjcarey.com/challenging_behavior.html
 Garrett-Hatfield, L. (n.d.). What to Expect in an EBD Elementary Classroom. Retrieved
from Global Post: http://everydaylife.globalpost.com/expect-ebd-elementary-classroom-
16659.html
 Hewitt, M. B. (n.d.). Meeting the Challenges of Inclution for Students With Emotional
Disabilities. Retrieved from Behavior Advisor:
http://www.behavioradvisor.com/InclusionOfEBD.html
 Kauffman, J. (2009, December 23). Emotional/Behavioral Disorders. Retrieved from
Education: http://www.education.com/reference/article/emotionalbehavioral-disorders/
 Oliver, S. (n.d.). Weighing the Options of Inclusion and Separate Education for Children
with . Retrieved from File Box:
http://filebox.vt.edu/users/soliver/Exceptional%20Learners%20Paper.pdf
 Salman, H. (n.d.). Educating Students with Emotional or Behavioral Disorders.
Retrieved from Scholarwroks:
https://scholarworks.iu.edu/dspace/bitstream/handle/2022/201/salmon%20educating%
20students%20with.pdf;jsessionid=98822921F7B60D7A1F24121BCC6F7E21?sequen
ce=1
 Sources, P. (2012). Classroom Behavior Problems Increasing, Teachers Say. Retrieved
from Scholastic: http://www.scholastic.com/teachers/article/classroom-behavior-
problems-increasing-teachers-say