Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders, 2nd edition

PART 1: FOUNDATIONS

1. Introduction to Emotional and Behavioral Disorders
BY CHRISTINE A. CHRISTLE AND MITCHELL L. YELL
Definition of EBD
Problems of Definition
An Alternative Definition
Classification of Students with EBD
Psychiatric Classification
Dimensional Classification
Prevalence of EBD
Characteristics of Students with EBD
Cognitive Characteristics
Academic Deficits
Language Deficits
School Discipline Infractions
Social Skill Deficits
Problem Behavior
History and Development of the Field
Conceptual Models
Psychodynamic
Psychoeducational
Ecological
Humanistic
Biophysical
Behavioral
Cognitive
Causal and Risk Factors
Internal Risk Factors
External Risk Factors
Interventions
Positive Behavioral Support
Academic Interventions
Behavioral Interventions
Social Skills Training
Placement Options for Students with EBD
Alternative Education Programs
Juvenile Justice
Mental Health
Chapter Summary

2. Legal Issues in Educating Students with Emotional and Behavioral Disorders
BY MITCHELL L. YELL
The Individuals with Disabilities Education Act
The Purpose of IDEA
The Major Principles of IDEA
IDEA 2004 and Research-Based Practices
Implications for Administrators and Teachers
Summary of IDEA
Disciplining Students with EBD
Short-Term Disciplinary Removals
Long-Term Disciplinary Removals
Problem Behavior and the IEP
Behavior Reduction Procedures
Implications for Administrators and Teachers
Summary of Disciplining Students with Disabilities
Managing Student Records
Family Educational Rights and Privacy Act
Violations of FERPA
FERPA and IDEA
Implications for Administrators and Teachers
Summary of Managing Student Records
Reporting Suspected Child Abuse and Neglect
Legal Requirements to Report Suspected Child Abuse and Neglect
Reporting Requirements
Immunity from Lawsuits
Liability for Failure to Report
Legal Action
Implications for Administrators and Teachers
Summary of Reporting Suspected Child Abuse and Neglect
Teacher Liability for Student Injury and Misconduct
Tort Laws
Implications for Administrators and Teachers
Summary of Teacher Liability for Student Injury and Misconduct
Chapter Summary

3. Assessment of Students with Emotional and Behavioral Disorders
BY JAMES G. SHRINER, SCOTT P. ARDOIN, MITCHELL L. YELL, AND SUSAN J.
CARTY
IDEA and Assessment
Referral for Special Education
Procedural Safeguards and Assessment
Conducting the Assessment
Reevaluating Students in Special Education
Assessing Students in Special Education
Achievement Tests
Assessment and Intervention
Basics of Curriculum-Based Assessment
Curriculum-Based Measurement
Organizing Data
Performance Assessment
Data Sources for Behavioral Assessment
Rating Scales
Observational Procedures
Self-Report Measures
Interview Techniques
Situational Measures
Defining Behavior
The Concept of Multiple Gating
Assessing the Instructional Environment
Error Analysis
Accountability in Special Education
Chapter Summary

4. Applied Behavior Analysis
BY ERIK DRASGOW, MITCHELL L. YELL, AND JAMES HALLE
History
Characteristics of ABA
Principles of Behavior
Principles That Increase Behavior
Identifying Positive and Negative Reinforcement
Principles That Decrease Behavior
Reinforcement of Alternative Behavior
Problems with Punishment
Summary
Applying the Principles of Behavior
Defining and Describing Behavior
Identifying the Target Behavior
Defining the Target Behavior
Writing Behavioral Objectives
Assessing Behavior
Recording Systems
Recording Method
Recording Instruments
Recording Schedule
Graphing Data and Making Instructional Decisions
Graphing Data
Analyzing Graphed Data
Making Instructional Decisions
Using Positive Reinforcement to Change Behavior
Differential Reinforcement Strategies
Specific Differential Reinforcement Procedures and Their Applications
Differential Reinforcement and Punishment
Programming for Generalization
Antecedent Strategies
Behavior Strategies
Consequent Strategies
Promoting Generalization
Chapter Summary

5. Functional Behavioral Assessments and Behavior Intervention Plans
BY ERIK DRASGOW, CHRISTIAN A. MARTIN, ROBERT E. O'NEILL, AND
MITCHELL L. YELL
The Bases of Functional Behavioral Assessments and Behavior Intervention
Plans
Conceptual Basis
Philosophical Basis
Legal Basis
Summary
Functional Behavioral Assessment
Conducting the Functional Behavioral Assessment
Generic Methods for Completing an FBA
Indirect Methods
Direct Observation Methods
Experimental Methods
Functional Analysis
Structural Analysis
Positive Behavior Support and Behavior Intervention Plans
Characteristics of Behavior Intervention Plans
Building Positive Behavior Intervention Plans
The Competing Behavior Model
Implementation Fidelity
Data Collection
Crisis Management
Chapter Summary

6. Cognitive Behavioral Interventions
BY MITCHELL L. YELL, T. ROWAND ROBINSON, AND NANCY B. MEADOWS
Cognitive Behavioral Interventions
Effectiveness of Cognitive Behavioral Interventions
Procedures of Cognitive Behavioral Intervention
Self-Management-Based Interventions
Verbal Mediation—Based Interventions
Implementing Cognitive Behavioral Interventions
Assessment
Program Planning and Implementation
Generalization of Cognitive Behavioral Interactions
Chapter Summary

7. Social Skills Instruction
BY NANCY B. MEADOWS
Formal Social Skills Instruction
Social Skills Assessments
Assumptions of Social Skills Instruction
Structured Learning Approach
Teaching of Presocial Skills
Social Skills Strategy Instruction
Published Social Skills Curricula
How to Choose and Implement a Social Skills Curriculum
Informal Social Skills Instruction
Social Competence and Social Skills
Social Competence and Students with EBD
Classroom Management Encouraging Prosocial Behavior
Use of a Social Task Model
Cooperative Learning and Social Skills
Chapter Summary

8. Developing Educationally Meaningful and Legally Sound Individualized
Education Programs
BY MITCHELL L. YELL AND ANTHONY J. PLOTNER
Legal Requirements
Procedural Requirements
Substantive Requirements
Problems in IEP Development
The IEP Planning Process
Referral and Assessment
IEP Team Participants
The IEP Document
Special Considerations in IEP Development
Placement Decisions
Implementing the IEP
Reviewing and Revising the IEP
Developing Educationally Meaningful and Legally Sound IEPs
Completing the IEP
Chapter Summary

PART 2: CLASSROOM AND BEHAVIOR MANAGEMENT

9. Classroom and Behavior Management I: Preventing Problem Behavior in the Classroom
BY MITCHELL L. YELL
The Classroom Management Problem
Prevention and Classroom Management
The Research of Jacob Kounin
The Curriculum of Control
Proactive Versus Reactive Classroom Management
Primary Components of a Proactive Classroom Management System
Teacher Behaviors and Attitudes
Teacher Authority and Credibility
Classroom Structure
Effective Teaching
Developing and Implementing a Proactive Classroom Management System
Step 1: Develop Classroom Procedures and Teach Them to Students
Step 2: Develop Classroom Rules and Teach Them to Students
Step 3: Monitor and Acknowledge Correct Performance of Expected
Behaviors
Step 4: Develop Clear and Consistent Procedures for Discouraging Problem
Behavior
Step 5: Collect Data on the Classroom Management System
Chapter Summary

10. Classroom and Behavior Management II: Responding to Problem Behavior
BY MITCHELL L. YELL
The Nature of Problem Behavior
Ineffective Responding to Problem Behavior
Ignoring
Nattering
Yelling and Threatening
Issuing Commands When a Student Is Agitated
Engaging in Escalating Interactions with Students
Principles to Follow in Responding to Problem Behavior
Principle #1: Emphasize Preventive Measures
Principle #2: Modify the Learning Environment
Principle #3: Use Precorrection Strategies
Principle #4: Respond Privately Rather than Publicly If Possible
Principle #5: Respond Consistently and Fairly
Principle #6: Use Alpha Commands
Principle #7: Maintain a Student's Dignity When Responding
Principle #8: Maintain a Calm Attitude and Demeanor
Principle #9: Develop a Game Plan for Responding to Student Problem
Behavior
Principle #: Provide Contingent Reinforcement for Appropriate
Behavior
Responding to Problem Behavior
Responding to Minor Problem Behaviors
Responding to Noncompliance
Responding to Severe Misbehavior
Developing Crisis Management Plans
An Algorithm for Responding to Problem Behavior
Chapter Summary

11. Classroom and Behavior Management III: Intervening with Problem Behavior
BY MITCHELL L. YELL
Considerations When Intervening to Address Student Problem Behavior
Behavior Enhancement Interventions
Identifying Reinforcers
Types of Reinforcers
Interventions
Token Economies
Level Systems
Behavioral Contracting
Group-Oriented Contingencies
Behavior Reduction Procedures
Implementation Guidelines
Types of Interventions
Response Cost
Time-Out
Overcorrection
Administrative and Legal Guidelines When Using Behavior Reduction
Interventions
Chapter Summary

PART 3: TEACHING STUDENTS WITH EBD

12. Teaching Students with EBD I: Effective Teaching
BY MITCHELL L. YELL AND MICHAEL E. ROZALSKI
Do Teachers of Students with EBD Use Effective Instructional Strategies?
Principles of Effective Instruction
Principle #1: Maximize Academic Engaged Time
Principle #2: Ensure High Rates of Correct Academic Responding
Principle #3: Maximize the Amount of Content Covered
Principle #4: Match Assignments to Student Ability
Principle #5: Teach Academic Content Explicitly
Principle #6: Scaffold Student Instruction
Principle #7: Use Direct Instruction
Principle #8: Monitor Student Progress
Maintaining Effectiveness
Keep Up with Field Research
Self-Evaluate
Chapter Summary

13. Teaching Students with EBD II: Evidence-Based Instructional Procedures
BY MICHAEL E. ROZALSKI, PAUL J. RICCOMINI, AND MITCHELL L. YELL
Teaching Reading
Components of Effective Reading Instruction
Teaching Procedures
Summary
Teaching Writing
Models for Teaching Written Expression
Teaching Procedures
Summary
Teaching Mathematics
Teaching Mathematics to Students with EBD
Designing an Effective Math Lesson
Considering New Instructional Practices in Mathematics
Summary
Teaching Study Skills
Listening Skills
Test-Taking Skills
Reference and Research Skills
Thinking Skills
Memory Skills
Note-Taking Skills
Summary
Chapter Summary

14. Teaching Students with EBD III: Planning Instruction and Monitoring Student Performance
BY MITCHELL L. YELL, TODD W. BUSCH, AND DAVID C. ROGERS
The Nature of Instructional Planning
Planning What to Teach
Using IEP Goals to Guide Instruction
Using Assessment to Guide Instruction
Using State Standards to Guide Instruction
Planning How to Teach
Using the Systematic Teaching and Recording Tactic (START) for Long-Range
Planning
Writing Daily Lesson Plans Using START
Instructional Objectives
Instructional Activities
Materials and Time
Evaluation
Monitoring Student Progress
What Is Progress Monitoring?
Characteristics of Progress Monitoring Measures
Progress Monitoring Measures for Reading
Progress Monitoring for Written Expression
Progress Monitoring for Math Computation
Implementing Progress Monitoring
Modifying Instruction Using START
Chapter Summary

Appendix A: Psychoactive Drugs
References
Name Index
Subject Index

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