Part 1 Foundations
1 Introduction to Emotional and Behavioral Disorders
BY CHRISTINE A. CHRISTLE AND MITCHELL L. YELL
Definition of EBD 4
Problems of Definition 4
An Alternative Definition 5
Classification of Students with EBD 5
Psychiatric Classification 6
Dimensional Classification 6
Prevalence of EBD 6
Characteristics of Students with EBD 6
Cognitive Characteristics 7
Academic Deficits 7
Language Deficits 7
School Discipline Infractions 7
Social Skill Deficits 8
Problem Behavior 8
History and Development of the Field 8
Conceptual Models 9
Psychodynamic 9
Psychoeducational 9
Ecological 10
Humanistic 10
Biophysical 10
Behavioral 10
Cognitive 10
Causal and Risk Factors 10
Internal Risk Factors 11
External Risk Factors 11
Interventions 12
Positive Behavioral Support 12
Academic Interventions 13
Behavioral Interventions 14
Social Skills Training 16
Placement Options for Students with EBD 17
Alternative Education Programs 17
Juvenile Justice 18
Mental Health 20
Chapter Summary 21
2 Legal Issues in Educating Students with Emotional and Behavioral Disorders 22
BY MITCHELL L. YELL
The Individuals with Disabilities Education Act 23
The Purpose of IDEA 23
The Major Principles of IDEA 23
IDEA 2004 and Research-Based Practices 29
Implications for Administrators and Teachers 30
Summary of IDEA 31
Disciplining Students with EBD 31
Short-Term Disciplinary Removals 31
Long-Term Disciplinary Removals 34
Problem Behavior and the IEP 35
Behavior Reduction Procedures 36
Implications for Administrators and Teachers 36
Summary of Disciplining Students with Disabilities 37
Managing Student Records 37
Family Educational Rights and Privacy Act 37
Violations of FERPA 40
FERPA and IDEA 40
Implications for Administrators and Teachers 40
Summary of Managing Student Records 40
Reporting Suspected Child Abuse and Neglect 40
Legal Requirements to Report Suspected Child Abuse and Neglect 41
Reporting Requirements 41
Immunity from Lawsuits 41
Liability for Failure to Report 41
Legal Action 41
Implications for Administrators and Teachers 42
Summary of Reporting Suspected Child Abuse and Neglect 42
Teacher Liability for Student Injury and Misconduct 42
Tort Laws 42
Implications for Administrators and Teachers 44
Summary of Teacher Liability for Student Injury and Misconduct 44
Chapter Summary 44
3 Assessment of Students with Emotional and Behavioral Disorders 45
BY JAMES G. SHRINER, SCOTT P. ARDOIN,MITCHELL L. YELL, AND SUSAN J.
CARTY
IDEA and Assessment 46
Referral for Special Education 47
Procedural Safeguards and Assessment 47
Conducting the Assessment 48
Reevaluating Students in Special Education 48
Assessing Students in Special Education 49
Achievement Tests 49
Assessment and Intervention 52
Basics of Curriculum-Based Assessment 52
Curriculum-Based Measurement 53
Organizing Data 54
Performance Assessment 55
Data Sources for Behavioral Assessment 55
Rating Scales 56
Observational Procedures 56
Self-Report Measures 57
Interview Techniques 57
Situational Measures 57
Defining Behavior 57
The Concept of Multiple Gating 58
Assessing the Instructional Environment 58
Error Analysis 60
Accountability in Special Education 60
Chapter Summary 60
4 Applied Behavior Analysis 62
BY ERIK DRASGOW,MITCHELL L. YELL, AND JAMES HALLE
History 63
Characteristics of ABA 63
Principles of Behavior 64
Principles That Increase Behavior 64
Identifying Positive and Negative Reinforcement 66
Principles That Decrease Behavior 68
Reinforcement of Alternative Behavior 72
Problems with Punishment 72
Summary 73
Applying the Principles of Behavior 73
Defining and Describing Behavior 74
Identifying the Target Behavior 74
Defining the Target Behavior 74
Writing Behavioral Objectives 74
Assessing Behavior 76
Recording Systems 76
Recording Method 76
Recording Instruments 77
Recording Schedule 79
Graphing Data and Making Instructional Decisions 80
Graphing Data 80
Analyzing Graphed Data 84
Making Instructional Decisions 84
Using Positive Reinforcement to Change Behavior 86
Differential Reinforcement Strategies 86
Specific Differential Reinforcement Procedures and Their Applications 87
Differential Reinforcement and Punishment 89
Programming for Generalization 89
Antecedent Strategies 89
Behavior Strategies 90
Consequent Strategies 90
Promoting Generalization 91
Chapter Summary 91
5 Functional Behavioral Assessments and Behavior Intervention Plans 92
BY ERIK DRASGOW, CHRISTIAN A.MARTIN, ROBERT E. O’NEILL, AND
MITCHELL L. YELL
The Bases of Functional Behavioral Assessments and Behavior Intervention
Plans 93
Conceptual Basis 93
Philosophical Basis 94
Legal Basis 94
Summary 95
Functional Behavioral Assessment 95
Conducting the Functional Behavioral Assessment 96
Generic Methods for Completing an FBA 97
Indirect Methods 97
Direct Observation Methods 105
Experimental Methods 107
Functional Analysis 108
Structural Analysis 109
Positive Behavior Support and Behavior Intervention Plans 112
Characteristics of Behavior Intervention Plans 113
Building Positive Behavior Intervention Plans 113
The Competing Behavior Model 113
Implementation Fidelity 118
Data Collection 118
Crisis Management 118
Chapter Summary 123
6 Cognitive Behavioral Interventions 124
BY MITCHELL L. YELL, T. ROWAND ROBINSON, AND NANCY B.MEADOWS
Cognitive Behavioral Interventions 125
Effectiveness of Cognitive Behavioral Interventions 126
Procedures of Cognitive Behavioral Intervention 128
Self-Management-Based Interventions 128
Verbal Mediation—Based Interventions 135
Implementing Cognitive Behavioral Interventions 152
Assessment 152
Program Planning and Implementation 152
Generalization of Cognitive Behavioral Interactions 153
Chapter Summary 154
7 Social Skills Instruction 155
BY NANCY B.MEADOWS
Formal Social Skills Instruction 156
Social Skills Assessments 157
Assumptions of Social Skills Instruction 159
Structured Learning Approach 160
Teaching of Presocial Skills 162
Social Skills Strategy Instruction 162
Published Social Skills Curricula 163
How to Choose and Implement a Social Skills Curriculum 164
Informal Social Skills Instruction 165
Social Competence and Social Skills 165
Social Competence and Students with EBD 167
Classroom Management Encouraging Prosocial Behavior 168
Use of a Social Task Model 172
Cooperative Learning and Social Skills 175
Chapter Summary 175
8 Developing Educationally Meaningful and Legally Sound Individualized
Education Programs 190
BY MITCHELL L. YELL AND ANTHONY J. PLOTNER
Legal Requirements 191
Procedural Requirements 191
Substantive Requirements 193
Problems in IEP Development 194
The IEP Planning Process 195
Referral and Assessment 196
IEP Team Participants 197
The IEP Document 199
Special Considerations in IEP Development 206
Placement Decisions 206
Implementing the IEP 207
Reviewing and Revising the IEP 207
Developing Educationally Meaningful and Legally Sound IEPs 208
Completing the IEP 214
Chapter Summary 214
Part 2 Classroom and Behavior Management 215
9 Classroom and Behavior Management I: Preventing Problem Behavior in the
Classroom
BY MITCHELL L. YELL
The Classroom Management Problem 236
Prevention and Classroom Management 237
The Research of Jacob Kounin 238
The Curriculum of Control 238
Proactive Versus Reactive Classroom Management 239
Primary Components of a Proactive Classroom Management System 239
Teacher Behaviors and Attitudes 239
Teacher Authority and Credibility 243
Classroom Structure 246
Effective Teaching 249
Developing and Implementing a Proactive Classroom Management System 252
Step 1: Develop Classroom Procedures and Teach Them to Students 252
Step 2: Develop Classroom Rules and Teach Them to Students 256
Step 3: Monitor and Acknowledge Correct Performance of Expected
Behaviors 257
Step 4: Develop Clear and Consistent Procedures for Discouraging Problem
Behavior 258
Step 5: Collect Data on the Classroom Management System 259
Chapter Summary 260
10 Classroom and Behavior Management II: Responding to Problem Behavior 261
BY MITCHELL L. YELL
The Nature of Problem Behavior 262
Ineffective Responding to Problem Behavior 262
Ignoring 262
Nattering 263
Yelling and Threatening 263
Issuing Commands When a Student Is Agitated 263
Engaging in Escalating Interactions with Students 264
Principles to Follow in Responding to Problem Behavior 265
Principle #1: Emphasize Preventive Measures 265
Principle #2: Modify the Learning Environment 266
Principle #3: Use Precorrection Strategies 267
Principle #4: Respond Privately Rather than Publicly If Possible 268
Principle #5: Respond Consistently and Fairly 268
Principle #6: Use Alpha Commands 269
Principle #7: Maintain a Student’s Dignity When Responding 269
Principle #8: Maintain a Calm Attitude and Demeanor 269
Principle #9: Develop a Game Plan for Responding to Student Problem
Behavior 270
Principle #10: Provide Contingent Reinforcement for Appropriate
Behavior 270
Responding to Problem Behavior 270
Responding to Minor Problem Behaviors 271
Responding to Noncompliance 272
Responding to Severe Misbehavior 275
Developing Crisis Management Plans 278
An Algorithm for Responding to Problem Behavior 280
Chapter Summary 281
11 Classroom and Behavior Management III: Intervening with Problem Behavior 282
BY MITCHELL L. YELL
Considerations When Intervening to Address Student Problem Behavior 283
Behavior Enhancement Interventions 284
Identifying Reinforcers 284
Types of Reinforcers 285
Interventions 286
Token Economies 286
Level Systems 292
Behavioral Contracting 295
Group-Oriented Contingencies 298
Behavior Reduction Procedures 304
Implementation Guidelines 304
Types of Interventions 306
Response Cost 306
Time-Out 309
Overcorrection 313
Administrative and Legal Guidelines When Using Behavior Reduction
Interventions 315
Chapter Summary 317
Part 3 Teaching Students with EBD 319
12 Teaching Students with EBD I: Effective Teaching 320
BY MITCHELL L. YELL AND MICHAEL E. ROZALSKI
Do Teachers of Students with EBD Use Effective Instructional Strategies? 321
Principles of Effective Instruction 322
Principle #1: Maximize Academic Engaged Time 322
Principle #2: Ensure High Rates of Correct Academic Responding 325
Principle #3: Maximize the Amount of Content Covered 327
Principle #4: Match Assignments to Student Ability 328
Principle #5: Teach Academic Content Explicitly 329
Principle #6: Scaffold Student Instruction 335
Principle #7: Use Direct Instruction 335
Principle #8: Monitor Student Progress 337
Maintaining Effectiveness 338
Keep Up with Field Research 338
Self-Evaluate 340
Chapter Summary 341
13 Teaching Students with EBD II: Evidence-Based Instructional Procedures 342
BY MICHAEL E. ROZALSKI, PAUL J. RICCOMINI, AND MITCHELL L. YELL
Teaching Reading 343
Components of Effective Reading Instruction 343
Teaching Procedures 347
Summary 350
Teaching Writing 350
Models for Teaching Written Expression 351
Teaching Procedures 353
Summary 355
Teaching Mathematics 355
Teaching Mathematics to Students with EBD 356
Designing an Effective Math Lesson 357
Considering New Instructional Practices in Mathematics 362
Summary 370
Teaching Study Skills 370
Listening Skills 370
Test-Taking Skills 371
Reference and Research Skills 373
Thinking Skills 374
Memory Skills 374
Note-Taking Skills 376
Summary 378
Chapter Summary 378
14 Teaching Students with EBD III: Planning Instruction and Monitoring Student
Performance 379
BY MITCHELL L. YELL, TODD W. BUSCH, AND DAVID C. ROGERS
The Nature of Instructional Planning 380
Planning What to Teach 380
Using IEP Goals to Guide Instruction 380
Using Assessment to Guide Instruction 381
Using State Standards to Guide Instruction 381
Planning How to Teach 381
Using the Systematic Teaching and Recording Tactic (START) for Long-Range
Planning 382
Writing Daily Lesson Plans Using START 384
Instructional Objectives 384
Instructional Activities 387
Materials and Time 388
Evaluation 388
Monitoring Student Progress 388
What Is Progress Monitoring? 389
Characteristics of Progress Monitoring Measures 390
Progress Monitoring Measures for Reading 391
Progress Monitoring for Written Expression 392
Progress Monitoring for Math Computation 394
Implementing Progress Monitoring 395
Modifying Instruction Using START 399
Chapter Summary 399
Appendix A Psychoactive Drugs
References
Name Index
Subject Index
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