Signup for email updates!

Email signup

Methods of Teaching Students with Emotional and Behavioral Disorders

The following course focuses on the application of information pertaining to the identification and development of academic and behavioral abilities of emotionally/behaviorally disabled (EBD) children and adolescents served in public schools. Techniques and materials commonly used for the instruction of school-aged children and adolescents with EBD are emphasized.

For those students entertaining thoughts of careers in education or psychology, and for those students interested in human social and behavioral development, this course provides an introduction to instructional practices applicable to the education of students with EBD, including suggested best practices for individualized programming for the EBD student in the least restrictive environment. The principles of IDEA; similar principles in the NO Child Left Behind (NCLB) legislation; and their impact on behavior management, IEP development, and methods of assessment will be examined. Students will be afforded the opportunity to participate in online group preparations and presentations of hypothetical behavioral intervention plans (BIPs). Techniques of diagnosis and remediation of learning problems in behavioral and academic areas, including recommended best practice techniques, will be presented.

Learning Objectives

After reading the assignments, taking part in online activities, and finishing assignments, the students will be able to:

  1. Discuss common educational service design and delivery models for EBD students used by schools today.
  2. Describe the impact that social and cultural influences have on EBD students.
  3. Compare and contrast the IDEA theoretical perspectives and characteristics of EBD students.
  4. Identify the most commonly used standardized assessments employed in the identification of EBD.
  5. Discuss the use of standardized assessment data/outcomes.
  6. Describe the methods of interpreting assessment results.
  7. Discuss identification, classification, and eligibility determination procedures.
  8. Discuss the uses of categorical, quantitative, and functional assessments.
  9. Discuss the application of the results of BIPs.
  10. Describe the uses of comprehensive assessment data.
  11. Discuss the purpose and function of the IEP development process.
  12. Compare and contrast planning, intervention, and management strategies.
  13. Describe methods for monitoring progress and program effectiveness.
  14. Compare and contrast the legal requirements and components of the IEP.
  15. Describe the development of IEP goals and objectives.
  16. Discuss the importance of team involvement, including students, parents, and teachers, in the development of the IEP.
  17. Identify the key components necessary for effective IEP meetings.
  18. Discuss the relevant issues regarding the importance of the teaching-learning interaction process.
  19. Describe commonly used instructional designs and their planning components.
  20. Compare and contrast effective practices/strategies for service delivery.
  21. Describe the definition, characteristics, and manifestations of hyperactive behaviors.
  22. List the most common characteristics of aggressive behavior in EBD students.
  23. Discuss the impact that socially withdrawn behaviors have on the development of the child and the adolescent.
  24. Discuss rule breaking by EBD students.
  25. Describe the impact that delinquent behavior has on EBD students.
  26. Describe the components and requirements for successful transition implementation.
  27. Describe the components for a successful schoolwide behavior management system.
  28. Compare and contrast current issues, trends, and challenges in the education of EDB students in public school today.  
Ask An Expert: Real Questions, Expert Answers

Ask your Question