Emotional Behavioral Disability
Cluster Manual
2015-2016
Acknowledgement
This manual was created through the collaborative efforts of Administration, Support Staff, District Personnel, Cluster Teachers, Family Counselor, and Paraprofessionals working in the EBD Cluster at Plantation Park Elementary. It is through the team’s hard work, dedication, and commitment to excellence that this manual came forth.
This manual is intended to familiarize parents, educators, administrators, and other individuals with the EBD Cluster’s policies and procedures utilized in daily programming. This manual does not reflect all of the strategies when working with EBD students. Instead, it should be viewed as the foundation for our program and as a reference tool.
Table of Contents
Acknowledgement 2
Table of Contents 3
Broward Behavior Strategies 4-7
Emotional Handicap Eligibility
EBD Eligibility Information 8-10
Student Services 10-11
Support Service Personnel 11-12 Key components of an EBD cluster 12
EBD Cluster Behavior Management Plan and Level System 13-14
Reward Guidelines 15 Crisis Team Codes 16-17
Positive Reinforcement 18-19
Parent/ School Communication
Daily Home Note 20
Home notes, Telephone calls, conferences, IEP meetings 21
Behavioral Solutions to use in the Home 22
Techniques that Fail 23
Homework Tips 24
Broward Behavior Strategies
The following is a section of the Basic Principles of Behavior Management from the Broward County Schools Behavior Strategies Handbook. This handbook was developed through the direction and coordination of the Exceptional Student Education FDLRS Department. Additional information can be obtained from the handbook.
Behavior Management
Rationale
Because of the varied behaviors exhibited by students with emotional handicaps, behavior management is a primary focus for teachers. Learning in other areas cannot take place until these behaviors are replaced by appropriate behaviors. Teachers must feel secure and successful in their classrooms in order to develop feelings of security and success in their students with emotional handicaps.
Purpose
The purpose of this section is to help teachers develop, implement, and evaluate a structured, organized, and positive environment, conducive for learning.
Scope
This section includes a general philosophy of the basic principles of behavior management. A consistent, structured, objective, and ethical approach to managing student behavior is suggested. Both the techniques involved in behavior management and crisis intervention are addressed.
This section will assist teachers in designing and implementing behavior management strategies based on an individual’s needs. Evaluating and modifying existing behavior management programs to facilitate generalization and maintenance will be discussed.
Preventing and understanding crisis intervention to insure the physical safety of students and teachers is discussed.
The section does not address specific theories of behavior management. Aversive or punitive techniques are not discussed because they contradict the general philosophy of a positive behavior management system.
Although the techniques presented have proved to be effective, they are only effective if appropriately applied. The strategies represent a sampling. With experience, each teacher will develop the most appropriate techniques based on individual personalities.
The teacher will be able to apply the basic principles of behavior management in order for their students to be successful.The teacher will be aware of the need for consistency, objectivity, and ethical application of behavior management techniques.
There are several basic principle techniques in behavior management. In this section, the four basic components of any behavior management program are listed. Basic techniques to be used in behavior management programs are introduced.
1. Definition: Behavior Management – process by which the teacher implements various techniques to encourage a positive and appropriate environment.
2. Application of Basic Principles of Behavior Management
Four essential components of an effective Behavior Management Program: Consistency, Structure, Objectivity, and Ethical Application.
It is imperative that these four components are implemented in conjunction with each other to provide optimum success in the classroom.
A. Consistency – the ability to apply the same reinforcers each time a given behavior occurs. Consistency requires time, effort, and a great deal of patience. Being consistent has its rewards for the teacher and the students. It eliminates the guesswork in decision-making. Consistency provides a starting point for a secure and successful environment.
B. Structure – all of us feel more secure when we know exactly what is expected of us in a given situation. In the classroom, it is necessary for the teacher to provide a structured behavior management program, which includes an organized, disciplined environment with predetermined expectations and consequences. Planning is an essential part of a structured classroom environment for the students to do well in school.
C. Objectivity – the ability to perceive self and others in a fair and accurate manner.
D. Ethical Application – the act of preserving the dignity of individuals by implementing techniques that are fair and humane.
Teachers must keep in mind that all students, regardless of their behaviors, are human beings who deserve to be treated with respect.
The following techniques are compatible with the standards of ethical applications.
The teacher will be able to apply the following behavior management techniques.
Ø Positive Reinforcement
Ø Contingency Contracting
Ø Token Economy
Ø Reinforcement of Incompatible Alternatives
Ø Cueing
Ø Shaping
Ø Extinction
Ø Time Out
Ø Imagery
Ø Proximity control
Ø Fading
Ø Modeling
A. Positive Reinforcement – a reward (verbal, social, token, etc.) given following a specific behavior to increase the chance of that behavior occurring again in the classroom or school setting.
B. Contingency Contracting – a verbal or written agreement developed between teacher and student that states a desired goal (academic or behavioral), when that goal should be met, and the reinforcer that will be given to the student after reaching that goal. This is done to increase the appropriate behavior or target behavior the child is working on.
C. Token Economy – a system which involves tokens (chips, play money, etc.) earned by student for desired behavior, which is “cashed in” for a predetermined reward. This can be facilitated by an individual, class, or group.
D. Reinforcement of Incompatible Alternatives – by rewarding an appropriate behavior that is not compatible with the inappropriate one.
E. Cueing – a signal given by the teacher to remind a student of a desired behavior before that behavior is performed incorrectly, the cue might be gestural, verbal, or physical. It is important to be consistent when cueing students.
F. Shaping – the process used to move a student through small steps (mastering one small step at a time) to reach a goal.
G. Extinction – in order to eliminate a behavior, which was previously reinforced, teacher withdraws that reinforcement.
Example: Stacy’s bus comes later than the students’ in the class. When she arrives in class, she constantly disrupts the class; going around the classroom, bothering others. The teacher meets with the rest of the class and asks for their cooperation in ignoring Stacy’s behavior. They receive praise for working quietly and staying on task.
Stacy no longer receives attention from the others. She wants the praise from the teacher and begins to come to class quietly.
H. Time out – a student is temporarily removed from a reinforcing situation immediately following the occurrence of an inappropriate behavior. There are various degrees of time out, ranging from activity time out to seclusionary time out. It is important for students to know up front the expectations and for teachers to be consistent when assigning time out.
I. Imagery – the process in which the teacher verbally describes a pleasant situation or event to help the student relax and reduce feelings of anxiety and stress. Example: Jake is extremely angry about an event that occurred at home before he came to school. He is unable to get the problem out of his mind. The teacher describes to Jake feelings he had at recess yesterday when he was sitting quietly on the swings with his best friend.
J. Proximity Control – the manner in which a teacher controls a student’s behavior by her physical presence. Being physically close to the teacher often makes a student feel more secure or inhibits inappropriate behavior.
K. Fading – initially a desired behavior is reinforced by intense praise or a highly desired reward. As the behavior occurs more frequently, the teacher lessens the intensity of the praise or reward given to encourage the student to perform the behavior independently.
L. Modeling – teaching students more appropriate behaviors by having them observe others perform them.
Summary
Basic principles of behavior management have been discussed. These components do not guarantee success. The system depends on the person managing it. In assessing behavior management programs, it is essential that the teacher be able to look objectively on the class as a whole and individuals.
The four basic components to an effective behavior management program are: consistency, structure, objectivity, and ethics. It cannot be emphasized enough that these components are essential to appropriate behavior management. To make a comparison: In order to meet your destination in a car, four tires are required. With only three tires, the car can function for a short distance, but sooner or later, if the fourth tire is not functioning properly, the entire system collapses.
Emotional Behavioral Disability Eligibility
A student is eligible for specially designed instruction and related services as a student with emotional or behavioral disabilities if the following criteria are met:
1. A student with an emotional or behavioral disability demonstrates an inability to maintain adequate performance in the educational environment that cannot be explained by physical, sensory, socio-cultural, developmental, medical, or health (with the exception of mental health) factors; and one or more of the following characteristics:
o Internal factors characterized by:
§ Feelings of sadness, or frequent crying, or restlessness, or loss of interest in friends or school work, or mood swings, or erratic behavior; or
§ The presence of symptoms such as fears, phobias, or excessive worrying and anxiety regarding personal or school problems; or
§ Behaviors that result from thoughts and feelings that are inconsistent with actual events or circumstances, or difficulty maintaining normal thought processes, or excessive levels of withdrawal from persons or events; or
o External factors characterized by:
§ An inability to build or maintain satisfactory interpersonal relationships with peers, teachers, and other adults in the school setting; or
§ Behaviors that are chronic and disruptive such as noncompliance, verbal or physical aggression, or poorly developed social skills that are manifestations of feelings, symptoms, or behaviors as specified in section 1.a) above.
2. The characteristics described above are present for a minimum of six months duration and in two or more settings, including but not limited to, school, educational environment, transition to or from school, or home and community settings. At least one setting must include school.
3. The student demonstrates a need for special education.
4. In extraordinary circumstances, the general education requirements in
Rule 6A-6.0331, F. A. C., and the criteria for eligibility relating to duration and setting described in 2 above, may be waived when immediate intervention is required to address an acute onset of an internal characteristic listed above in 1.a) of the Eligibility Criteria section.
5. The characteristics described below are not indicative of a student with an emotional or behavioral disability:
o Normal, temporary (less than (6) months) reactions to life event(s) or crisis, or
o Emotional or behavioral difficulties that improve significantly from the presence of
evidence-based implemented interventions, or
o Social maladjustment unless also found to meet the criteria for an emotional or behavioral disability
Student Evaluation
In addition to the provisions in Rule 6A-6.0331, F. A. C., regarding general education intervention procedures, the minimum student evaluation shall include all of the following:
1. A functional behavioral assessment (FBA) must be conducted. The FBA must identify the specific behavior(s) of concern, conditions under which the behavior is most and least likely to occur, and function or purpose of the behavior. A review, and, if necessary, a revision of an FBA completed as part of general education interventions may meet this requirement if it meets the conditions described in this section. If an FBA was not completed to assist in the development of general education interventions, one must be completed and a well-delivered scientific, research-based behavioral intervention plan of reasonable intensity and duration must be implemented with fidelity prior to determining eligibility.
2. The evaluation must include documentation of the student’s response to general education interventions implemented to target the function of the behavior as identified in the FBA.
3. A social developmental history compiled from a structured interview with the parent or guardian that addresses developmental, familial, medical, health, and environmental factors impacting learning and behavior, and which identifies the relationship between social developmental and socio-cultural factors, and the presence or nonpresence of emotional or behavioral responses beyond the school environment.
4. A psychological evaluation conducted in accordance with Rule 6A-6.0331, F. A. C. The psychological evaluation should include assessment procedures necessary to identify the factors contributing to the development of an emotional or behavioral disability, which include behavioral observations and interview data relative to the referral concerns, and assessment of emotional and behavioral functioning, and may also include information on developmental functioning and skills. The psychological evaluation shall include a review of general education interventions that have already been implemented and the criteria used to evaluate their success.
5. A review of educational data that includes information on the student’s academic levels of performance, and the relationship between the student’s academic performance and the emotional or behavioral disability; additional academic evaluation may be completed if needed.
6. A medical evaluation must be conducted when it is determined by the administrator of the exceptional student program or the designee that the emotional or behavioral responses may be precipitated by a physical problem.
Unique Philosophical, Curricular, or Instructional Considerations
1. When making a distinction between students with internalized or externalized characteristics, the IEP team will consider these presenting manifestations as they determine the needs of the students when recommending: goals and short-term objectives or benchmarks, if appropriate; specially designed instruction and related services; and the location of such services.