Effective Teaching for Students with

Emotional Behavioral Disorders

(EBD)

Presenters

Charla Norris Special Education teacher, Urbandale Middle School

Jenna Pressley District Behavior Coach, Ankeny Community School District

Wade Grinhaug District Behavior Coach, Ankeny Community School District

James Thacker Special Education Teacher, Urbandale High School

Effective Teaching for Students with Emotional Behavioral Disorders
Effective Teaching for Students with Emotional Behavioral Disorders
Effective Teaching for Students with Emotional Behavioral Disorders
Effective Teaching for Students with Emotional Behavioral Disorders
Effective Teaching for Students with Emotional Behavioral Disorders
Effective Teaching for Students with Emotional Behavioral Disorders

The Challenge
Who
< 1% of all school age children

8% of students with a classification in Special Education

12% - 22% of all students in school suffer from mental, emotional and behavioral disorders, and relatively few receive
mental health services.

What
Hyperactivity Depression Bipolar Disorder Poor judgement

Aggression Anxiety Disorders Conduct Disorder Procrastinates

Withdrawal Post-Traumatic Stress Disorder Immaturity Irresponsible

Conduct Disorder Oppositional Defiant Disorder PDD/NOS Disorganized

Learning difficulties Obsessive Compulsive Disorder Controlling Inflexible

Effective Teaching for Students with Emotional Behavioral Disorders

Foundational Elements

1) The need for a personal theory of development underlying

behavior change

1) The effects of normative development processes and EBDs

2) The power of relationships

1) The classroom
Effective Teaching for Students with Emotional Behavioral Disorders

1) The need for a personal theory of development underlying

behavior change
Teaching is inherently a change process, but can we be effective when the effects of EBDs are
present?
Effective Teaching for Students with Emotional Behavioral Disorders

Eriksons Psychosocial Theory of Development

Psychosocial describes the relation between the individuals emotional needs and
the social environment around him or her.

The theory posits at critical ages, people experience developmental crises

whereby the ability to resolve the crisis directly affects the subsequent stage.
Effective Teaching for Students with Emotional Behavioral Disorders

2) The effects of normative development processes and EBDs

Eriksons Stage Theory, Final Version
Age Conflict Resolution or Virtue Culmination in old age

School Age Industry vs. Competence Humility; acceptance of the

(6-12 years) Inferiority course of ones life and
unfulfilled hopes

Adolescence Identity vs. Fidelity Sense of the complexity of

(12-19 years) Confusion life; merging of sensory,
logical and aesthetic
perception

Early adulthood Intimacy vs. Love Sense of the complexity of

(20-25 years) isolation relationships; value of
tenderness and loving
freely
 Effective Teaching for Students with Emotional Behavioral Disorders

3) The power of relationships

Carl Rogers
UPR GEW
Unconditional Positive Regard - Geniuneness, Empathy & Warmth

Internalization
The students accurate perception of the message and either the acceptance or rejection of
that message

Attribution Theory
Attributions are the perceived causes that individuals select or construct for events in their
lives
 Effective Teaching for Students with Emotional Behavioral Disorders

The Classroom
What works

Clear expectations: Our Creed*

Routines: Flow, sequence & anticipatory knowledge

Reframes: find the beneficial in the non-preferred behavior*

OTR: excluding organizational or structural actions, #1 predictor of positive behavior change

Humor: self-deprecating

Reconsider reteaching: are you reteaching unnecessarily?

Courtesy: the power of reciprocal kindness

Effective Teaching for Students with Emotional Behavioral Disorders

Our creed
We will
Be Respectful
By treating others as we wish to be treated
By treating all property better than if it were
our own
Be Responsible
By doing what we are expected to do
By doing our best
Be Resourceful
By solving problems
By never giving up
 Effective Teaching for Students with Emotional Behavioral Disorders

The Classroom
What works

Clear expectations: Our Creed*

Routines: Flow, sequence & anticipatory knowledge

Reframes: find the beneficial in the non-preferred behavior*

OTR: excluding organizational or structural actions, #1 predictor of positive behavior change

Humor: self-deprecating

Reconsider reteaching: are you reteaching unnecessarily?

Courtesy: the power of reciprocal kindness

 Effective Teaching for Students with Emotional Behavioral Disorders

Reframes: find the beneficial in the non-preferred

behavior*

An annoying behavior reframed as the ability to influence people

Disruptive behavior reframed as great leadership skills

A negative attitude reframed as an impressive attitude that has

taken
considerable effort to perfect
 Effective Teaching for Students with Emotional Behavioral Disorders

The Classroom
What works

Clear expectations: Our Creed*

Routines: Flow, sequence & anticipatory knowledge

Reframes: find the beneficial in the non-preferred behavior*

OTR: excluding organizational or structural actions, #1 predictor of positive behavior change

Humor: self-deprecating and/or nuanced

Reconsider reteaching: are you reteaching unnecessarily?

Courtesy: the power of reciprocal kindness

Effective Teaching for Students with Emotional Behavioral Disorders

Jean Piaget

Every time we teach a child to do something, we deny them the opportunity to teach
themselves.

Winston Churchill

I have always had a curious nature; I enjoy learning but I hate being taught.

Lao Tzu

A leader is best when people barely know he exists, when his work is done,
his aim fulfilled, they will say: we did it ourselves.
 Effective Teaching for Students with Emotional Behavioral Disorders

References
Beaty-OFerrall, M.E., Green, A. & Hanna, F. (2010). Classroom Management Strategies for
Difficult Students: Promoting Change through Relationships. Middle School
Journal (J1), v 41(n4), p. 4-11.

Erikson, E. H. (1968). Identity: Youth and Crisis. New York. Norton.

Erikson, E.H. (1963). Childhood and Society. (2nd ed.). New York. Norton.

McPherson, M.B. & Young, S. L. (2004). What Students Think When Teachers Get Upset:
Fundamental Attribution Error and Student-Generated Reasons for Teacher
Anger. Communication Quarterly, v 52 (n4), p.357-369.

Morse, W. C. (1994). The Role of Caring in Teaching Children with Behavior Problems.
Contemporary Education, v 65 (n3), p. 132-136.
 Effective Teaching for Students with Emotional Behavioral Disorders

Cont.

Oliver, R. M. & Reschley, D. J. (2010). Special Education Teacher Preparation in Classroom

Management: Implications for Students With Emotional and Behavioral Disorders.
Behavioral Disorders, v 35 (n3), p. 188-199.

Pierangelo, R. & Giuliani, G. (2008). Classroom Management for Students With Emotional
and Behavioral Disorders. Thousand Oaks, CA. Corwin Press.

Rogers, C. R. (1980). A Way of Being. New York, NY. Houghton Mifflin Harcourt.

Sutherland, K. S., Lewis-Palmer, T., Stichter, J. & Morgan, P. L. (2008). Examining the
Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic
Outcomes for Students with Emotional or Behavioral Disorders. Journal of Special Education, v
41 (n4), p. 223-233.

Young, M. E. (1995). A Classroom Application of Grusec and Goodnows Discipline Model of

Internalization of Values. Education, v 115 (n3), p.405-406.