BEST PRACTICES GUIDE TO INTERVENTION

1 Teaching Students with Severe Emotional and Behavioral Disorders: best PRACTICES GUIDE TO INTERVENTION From Firwood & Oak Grove Schools A Connecting IDEAS Project funded by the Office of Superintendent of Public Instruction, State of Washington A joint venture with the Clover Park School District, Child Study and Treatment Center, and Seattle University School of Education Copyright 2005 best PRACTICES Running head: TEACHING STUDENTS WITH SEVERE EBD Teaching Students with Severe Emotional and Behavioral Disorders: best PRACTICES GUIDE to INTERVENTION Clover Park School District Writing Team Bill Christensen Mary Jaeger Rick Lorenz Shirley Morton LuAnn Neuman Eileen Rieke Betty Simpson Carolyn Watkins Seattle University Editors Steven Curtis Holly Galbreath Jane Curtis Project Coordinator, Seattle University Larry Matsuda A Connecting IDEAS Project funded by the Office of Superintendent of Public Instruction, State of Washington A joint venture with the Clover Park School District, Child Study and Treatment Center and Seattle University School of Education Copyright January 2005 mk:@MSITS tore:C.

2 \Program Files\Microsoft Office\Office10\1033\ ::/ best PRACTICES Table of Contents Preface .. vi Part I: Overview of Teaching Students with Severe EBD Introduction .. 1 Definition and Prevalence of EBD .. 1 Shortage of Skilled Teachers .. 2 Causes of Misbehavior .. 3 Proactive interventions .. 5 Positive Behavior Support .. 6 Comprehensive Classroom Management .. 7 Re-Education .. 7 Key Elements of an Effective Re-Education .. 9 Individualized Behavior INTERVENTION Plans .. 10 Functional Behavioral Assessment .. 11 Behavior INTERVENTION Plans .. 12 iii best PRACTICES Part II: Specific interventions for Common Problem Behaviors Explanation of Section.

3 14 Desired Behavior Behaviors of Concern Appropriate Self-Expression Swearing Teacher 15 Parents 17 Students 20 Following Directions Noncompliance Teacher

4 21 Parents 23 Students 25 Honesty Lying Teacher 26 Parents 28 Students 31 Maintaining Boundaries Touching Inappropriately Teacher 33 Parents 36

5 Students 39 Recovering from Upsetting Event Negative Attitude Teacher 41 Parents 44 Students 49 Respecting Property Property Destruction Teacher 50 Parents 53 Students 55 iv best PRACTICES Safety Hitting/Biting/Kicking Teacher

6 56 Parents 59 Students 63 Satisfying Interactions Power Struggles Teacher 65 Parents 67 Students 69 Staying in Designated Area Leaving Area Teacher 71 Parents 75

7 Students 77 Waiting to Talk Talk-Outs Teacher 79 Parents 81 Students 83 References.

8 84 v best PRACTICES Preface This best PRACTICES GUIDE is written for general and special education teachers who work with students that demonstrate severe emotional and behavioral disorders in the classroom. As will be described later, students in today s classroom are demonstrating challenging behaviors that are more frequent and intensive than in previous years. Teachers complain about not having the knowledge base, skills, or confidence to teach these students. In addition, there is a severe shortage of teachers trained in this area. This shortage of teachers is also coupled with a high burn-out rate among existing teachers, since students with emotional and behavioral disorders are especially challenging to teach.

9 Our goal in writing this manual is to provide current and future teachers with information regarding effective PRACTICES for working with students that are demonstrating emotional and behavioral disorders in the classroom. We hope that the knowledge presented will help teachers feel more confident in working with these students and help teachers be more effective in their PRACTICES . This will result in more students with emotional and behavioral disorders receiving the help they need. Resource GUIDE Structure Part I of this GUIDE gives an overview of best PRACTICES for teaching students with emotional and behavioral disorders. This overview begins with a discussion of issues and causal factors relating to students with emotional and behavior disorders.

10 Selected proactive interventions are then described, followed by a discussion of individualized behavioral programming. Part II of this GUIDE presents 10 common problem behaviors that our contributing teachers have faced. Suggested techniques for successful INTERVENTION are then provided in detail. These chosen problem areas are those that practicing teachers at Oak Grove Elementary and Firwood Secondary Schools (see below) designated as the most important issues they feel teachers face today in their daily interactions with students with emotional and behavioral disorders. The interventions listed are from the voice of the teachers, as the interventions are designed by teachers themselves.