• Regularly communicate with family members, guidance counselors, community-based service providers, counselors, etc.
• Be aware of fears (through communication with the student, teachers, and parents).
• Be aware of medication schedules and what the medication effects may be.
• Be positive and supportive.
• Introduce opportunities for free writing, journaling, or drawing to express feelings.
• Monitor for signs of drug and alcohol use.
• Monitor for signs of self-mutilation (e.g. cutting).
• Monitor for signs of gang involvement.
• Take any threats of suicide seriously; immediately report threats.
Showing posts with label ED Strategies. Show all posts
Showing posts with label ED Strategies. Show all posts
Emotional Disturbance Behavior
• Arrange observation and data collection system to monitor student’s behavior across all school contexts.
• Use data to inform decision-making.
• Regularly communicate with family members and teachers to ensure consistent response to student’s behavior.
• Model tolerance and acceptance.
• Provide opportunities for the student to assume responsibilities, such as distributing papers.
• Teach other students to ignore inappropriate attention-seeking behaviors.
• Have other students (who demonstrate appropriate behavior) serve as peer tutors.
• Be aware that some students may work better alone.
• Develop rules that are clear (and give concrete examples).
• Specify rewards for following rules, as well as consequences when rules are disobeyed.
• Be consistent when enforcing rules, emphasize positive over punitive.
• Model responses to potential triggers for escalation.
• Engage student in role-play opportunities to practice appropriate responses.
• Provide models of acceptable behaviors.
• Respond to the student, not to their behavior.
• Use positive and age-appropriate comments frequently to reinforce good behavior.
• Teach students to monitor their own behavior.
• Use individualized behavioral contracts with the student.
• Monitor seating arrangements in the classroom.
• Teach student to identify signs of stress, anxiety, anger, etc.
• Be aware of the student’s triggers for anger, stress, and anxiety.
• Use visual organizers to help student evaluate appropriate alternatives to maladaptive behavior.
• Teach student to describe the conflict or problem, identify possible responses, select a response, and evaluate the selected response.
• “Think out loud” as you generate alternatives and select a response.
• Provide subtle pre-corrective prompts in situations where the student has often displayed interpersonal relationship problems in the past.
• Use visual scales to help the student label escalating emotions (e.g. 1-5 scales, Volcano scale).
• Teach and practice coping strategies to reduce anxiety, stress, anger, etc.
• Develop a coping plan; rehearse plan with student when they are calm.
• Keep potentially harmful objects or substances out of reach.
• Use time-out sessions to cool off disruptive behavior.
• Make sure the punishment fits the "crime."
• Immediately praise good behavior and performance.
• Pre-establish consequences for misbehavior with student.
• Administer consequences immediately.
• Withhold reinforcement for inappropriate behavior.
• Recognize signs of escalation.
• Remain calm, state misconduct, and avoid debating or arguing with student.
• Ask student for reward ideas.
• Change rewards if they are not effective in changing behavior.
• Develop a schedule for using positive reinforcement; work to thin that schedule of reinforcement over time.
• Work for overall improvement, which may be slow.
• If student has a desire for attention, find ways to recognize positive contributions.
• If student shows aggressiveness, being in charge of an activity may reduce aggressiveness.
• Set goals with the student that can realistically be achieved.
• Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain).
• Behavior management techniques can be used in the home, school, and community settings. Functional Behavior Assessments/Behavior Intervention Plans can be created by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior.
• Use data to inform decision-making.
• Regularly communicate with family members and teachers to ensure consistent response to student’s behavior.
• Model tolerance and acceptance.
• Provide opportunities for the student to assume responsibilities, such as distributing papers.
• Teach other students to ignore inappropriate attention-seeking behaviors.
• Have other students (who demonstrate appropriate behavior) serve as peer tutors.
• Be aware that some students may work better alone.
• Develop rules that are clear (and give concrete examples).
• Specify rewards for following rules, as well as consequences when rules are disobeyed.
• Be consistent when enforcing rules, emphasize positive over punitive.
• Model responses to potential triggers for escalation.
• Engage student in role-play opportunities to practice appropriate responses.
• Provide models of acceptable behaviors.
• Respond to the student, not to their behavior.
• Use positive and age-appropriate comments frequently to reinforce good behavior.
• Teach students to monitor their own behavior.
• Use individualized behavioral contracts with the student.
• Monitor seating arrangements in the classroom.
• Teach student to identify signs of stress, anxiety, anger, etc.
• Be aware of the student’s triggers for anger, stress, and anxiety.
• Use visual organizers to help student evaluate appropriate alternatives to maladaptive behavior.
• Teach student to describe the conflict or problem, identify possible responses, select a response, and evaluate the selected response.
• “Think out loud” as you generate alternatives and select a response.
• Provide subtle pre-corrective prompts in situations where the student has often displayed interpersonal relationship problems in the past.
• Use visual scales to help the student label escalating emotions (e.g. 1-5 scales, Volcano scale).
• Teach and practice coping strategies to reduce anxiety, stress, anger, etc.
• Develop a coping plan; rehearse plan with student when they are calm.
• Keep potentially harmful objects or substances out of reach.
• Use time-out sessions to cool off disruptive behavior.
• Make sure the punishment fits the "crime."
• Immediately praise good behavior and performance.
• Pre-establish consequences for misbehavior with student.
• Administer consequences immediately.
• Withhold reinforcement for inappropriate behavior.
• Recognize signs of escalation.
• Remain calm, state misconduct, and avoid debating or arguing with student.
• Ask student for reward ideas.
• Change rewards if they are not effective in changing behavior.
• Develop a schedule for using positive reinforcement; work to thin that schedule of reinforcement over time.
• Work for overall improvement, which may be slow.
• If student has a desire for attention, find ways to recognize positive contributions.
• If student shows aggressiveness, being in charge of an activity may reduce aggressiveness.
• Set goals with the student that can realistically be achieved.
• Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain).
• Behavior management techniques can be used in the home, school, and community settings. Functional Behavior Assessments/Behavior Intervention Plans can be created by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior.
Emotional Disturbance Socialization
• Explicitly and frequently teach social rules and skills.
• Model appropriate responses to social situations.
• Engage student in role-play opportunities to practice appropriate responses.
• Explain rules / rationales behind social exchanges.
• Target perspective-taking skills.
• Teach student to accurately label his / her own emotions.
• Teach student to accurately label the emotional status of others (based on facial cues, verbal cues, etc.).
• Be aware of and control for teachers, aides, and students with whom the student interacts negatively.
• Model appropriate responses to social situations.
• Engage student in role-play opportunities to practice appropriate responses.
• Explain rules / rationales behind social exchanges.
• Target perspective-taking skills.
• Teach student to accurately label his / her own emotions.
• Teach student to accurately label the emotional status of others (based on facial cues, verbal cues, etc.).
• Be aware of and control for teachers, aides, and students with whom the student interacts negatively.
Emotional Disturbance Learning and Academic
• Post a general class schedule that indicates what students should be expected to do as they enter your classroom, when homework is collected, etc.
• Before your students enter class, write on the board what will happen during that specific class period and how long each activity will take.
• Develop and maintain an active schedule with evenly intermixed direction instruction, individual seatwork, and cooperative learning activities.
• To prevent student frustration, intersperse more challenging, acquisition-oriented learning activities with review / maintenance-enhancing activities.
• Provide time for the student to catch up on missed work or to review concepts that they are struggling with.
• If the student enters your classroom just after lunch or physical education, it may be necessary to first engage them in a lively class discussion to appropriately “channel” excess distractibility or hyperactivity.
• Use self-monitoring checklists that the student can use to check off activities as completed.
• Break assignments into “chunks” to avoid overwhelming the student.
• Seat student in close proximity to teacher, towards front of the room.
• Provide additional review.
• Teach self-monitoring for attention.
• Use separate setting and/or extended time for exams and tests if needed.
• Explicitly teach test-taking strategies.
• Explicitly teach organizational skills (use of planners, notebooks, folders, checklists).
• Ask previous teachers about techniques that were effective with the student in the past.
• Anticipate classroom situations where the student's emotional state may be vulnerable.
• Be aware of how the student communicates.
• Keep instructions simple and very structured.
• Provide opportunities for group participation.
• Keep classroom organized.
• Serve as a model for the students.
• Provide structure in classroom with regard to physical features of the room, scheduling, routines, and rules of conduct.
• Clearly distinguish time, place, and expectations during unstructured activities.
• Let students know your expectations.
• Provide students with clearly stated learning objectives.
• Use visual supports to supplement verbally delivered instructions and information.
• Seek input from student about his / her strengths and weaknesses.
• Modify classroom activities to meet the learning needs of the student, while maintaining the same learning objectives.
• Be sensitive when pairing students together.
• Keep activity instructions simple but structured.
• Acknowledge contributions of student.
• Be aware of student's socialization skills when asking for participation.
• Make a plan with student to replace inappropriate responses with appropriate responses.
• Work gradually toward group activities.
• Target and teach behaviors such as taking turns, working with partners, and following directions.
• Demonstrate and reward appropriate reading.
• Review and discuss with the student all of the steps involved in activity.
• Give clear examples of what the student should expect with an activity or project.
• Prepare alternative activities that the student can work on independently.
• Collect a portfolio of work samples from the student.
• Teach student how to attribute successes to effective strategy use and effort.
• Monitor student progress through informal assessment.
• Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is being paid to a task. This can be done using a signal such as a random beep, timer, or cue provided by the teacher. The student then records on or off task behavior on a recording sheet. Self-monitoring techniques can be tied to rewards and accuracy checks.
• Before your students enter class, write on the board what will happen during that specific class period and how long each activity will take.
• Develop and maintain an active schedule with evenly intermixed direction instruction, individual seatwork, and cooperative learning activities.
• To prevent student frustration, intersperse more challenging, acquisition-oriented learning activities with review / maintenance-enhancing activities.
• Provide time for the student to catch up on missed work or to review concepts that they are struggling with.
• If the student enters your classroom just after lunch or physical education, it may be necessary to first engage them in a lively class discussion to appropriately “channel” excess distractibility or hyperactivity.
• Use self-monitoring checklists that the student can use to check off activities as completed.
• Break assignments into “chunks” to avoid overwhelming the student.
• Seat student in close proximity to teacher, towards front of the room.
• Provide additional review.
• Teach self-monitoring for attention.
• Use separate setting and/or extended time for exams and tests if needed.
• Explicitly teach test-taking strategies.
• Explicitly teach organizational skills (use of planners, notebooks, folders, checklists).
• Ask previous teachers about techniques that were effective with the student in the past.
• Anticipate classroom situations where the student's emotional state may be vulnerable.
• Be aware of how the student communicates.
• Keep instructions simple and very structured.
• Provide opportunities for group participation.
• Keep classroom organized.
• Serve as a model for the students.
• Provide structure in classroom with regard to physical features of the room, scheduling, routines, and rules of conduct.
• Clearly distinguish time, place, and expectations during unstructured activities.
• Let students know your expectations.
• Provide students with clearly stated learning objectives.
• Use visual supports to supplement verbally delivered instructions and information.
• Seek input from student about his / her strengths and weaknesses.
• Modify classroom activities to meet the learning needs of the student, while maintaining the same learning objectives.
• Be sensitive when pairing students together.
• Keep activity instructions simple but structured.
• Acknowledge contributions of student.
• Be aware of student's socialization skills when asking for participation.
• Make a plan with student to replace inappropriate responses with appropriate responses.
• Work gradually toward group activities.
• Target and teach behaviors such as taking turns, working with partners, and following directions.
• Demonstrate and reward appropriate reading.
• Review and discuss with the student all of the steps involved in activity.
• Give clear examples of what the student should expect with an activity or project.
• Prepare alternative activities that the student can work on independently.
• Collect a portfolio of work samples from the student.
• Teach student how to attribute successes to effective strategy use and effort.
• Monitor student progress through informal assessment.
• Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is being paid to a task. This can be done using a signal such as a random beep, timer, or cue provided by the teacher. The student then records on or off task behavior on a recording sheet. Self-monitoring techniques can be tied to rewards and accuracy checks.
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