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D D o on n t t P P a a n n i i c c A Survival Guide for Teaching Students with Emotional Impairments

EI teachers survival guide

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Page 1: EI teachers survival guide

DDDooonnn’’’ttt PPPaaannniiiccc A Survival Guide for Teaching Students with Emotional Impairments

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M. DeCou An EI Teacher’s Survival Guide

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Table of Contents

A Letter of Welcome 3

Your Students

Emotional Impairment Defined 5

Common Traits 6

Common Modifications and Accommodations 8

Getting to Know Your Students 9

Your Classroom and You

Classroom Philosophy and Rationale 12

Management Systems 13

Classroom Environment and Organization 14

Instructional Model 15

Teacher Personality and How Not to Cause Your Own Problems 16

Crisis Intervention 18

Your Program

Induction to the Program 20

Exiting the Program 21

Your Program and the Community

Where Do “Your Kids” Fit into the School Community? 22

How to Figure Out Your Parameters within Your New School 23

How to Build Empathy for EI students 24

Handling Parents 25

Appendixes

A - Useful Templates and Worksheets 26

B – Forms and Charts 36

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References 41

Hello and Welcome,

You are about to begin a strange, exciting, confusing, and (hopefully)

rewarding time in your career: Your entrance into the Emotional Impaired

classroom.

Don’t Panic. While this may seem like a time to be scared, it is not. It is a

time to prepare for great things. You are about to test your professional

skill at a level that is not offered to every teacher. Don’t think of yourself as

a combatant; think of yourself as an Olympian. It is not you against your

students; it is you against yourself. Your goal will be an internal goal, your

measure will be taken on an internal scale, and all that will matter is a

personal best.

The students will do their best to distract you—not for reasons in you but

for reasons in themselves. Never think of them as your adversaries! They

are precious individuals placed in your care. But do think about their

problems. Think of their problems like a diver thinks about the height of

the diving board, like the pole vaulter thinks about the raise of the bar, or

the runner thinks about the time of the race. Empathize with the individual

but objectify their difficulties.

Keep a clear head, a calm mind, and above all don’t panic.

Wishing you the best of luck,

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M. DeCou

Your Students

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(Watterson, 1992, p. 63)

Emotional Impairment Defined

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Here are the official definitions of Emotional Impairments. I have

highlighted the parts of the definitions that deal with the common traits of

the disability that will be the most important in the classroom.

1) The emotionally impaired shall be determined through

manifestation of behavioral problems primarily in the affective

domain, over an extended period of time, which adversely

affects the person’s education to the extent that the person

cannot profit from regular learning experiences without special

education support. The problems result in behaviors

manifested by one or more of the following characteristics:

a) Inability to build and maintain satisfactory interpersonal

relationships within the school environment.

b) Inappropriate types of behavior or feelings under normal

circumstances.

c) General, pervasive mood of unhappiness or depression.

d) Tendency to develop physical symptoms or fears

associated with personal or school problems.

2) The term “emotionally impaired” also includes persons who, in

addition to the above characteristics, exhibit maladaptive

behaviors related to schizophrenia or similar disorders.

3) The term emotionally impaired does not include persons who

are socially maladjusted unless it is determined that such

persons are emotionally impaired.

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(Watterson, 1996, p.131)

Common Traits

As a group, EI students are not unified by difficulties with processing

or understanding curriculum information (cognitive domain) or the physical

activities carried out in the classroom (psychomotor domain). While

individuals may have difficulties in these areas, EI students, as a group, are

unified by difficulties in the affective domain (emotions and feelings). Here

are some common traits of EI students (Best Practices for Behavior

Disorders, 2009; Cullinan, 2007; Bridges 4 Kids, 2009):

Hyperactivity – Students have short attention spans and tend to be

impulsive.

Easily distracted from classroom activities.

Aggression – They

may often act out,

fight, or exhibit self-

injurious behaviors,

May exhibit bullying

behaviors and rely on

intimidation,

Withdrawal –

Students may not

initiate social interaction with others or retreat from social situations.

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(Watterson, 1991, p.

27)

(Watterson, 1991, p.

27)

May often seem pre-occupied.

Fear or anxiety – They may have deep rooted fears attached to social

situations or exhibit anxious behavior in group settings.

Has extreme difficulty working in groups.

Immaturity – Students may often cry with little provocation or in an

inappropriate context, throw temper tantrums, or exhibit poor coping

skills when situations

fluctuate.

Has little to no

regard for personal

space and/or

belongings.

Truancy – They are often absent or late to school and may have

excessive tardies when in attendance.

Will often try to manipulate situations to avoid

blame or create distraction.

Disruptive – The student will tend to speak what

is on his or her mind when the thought occurs and will often

disregard classroom rules.

Will often have low self-esteem, even if their behavior seems

confident.

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Affective Curriculum

Social Skills

Building Self-Esteem

Gaining Self-Awareness

Career Education

Building Self-Control

CareerEducation

Academic programs

Vocation programs

Transition planning

Behavior

Behavior Modification

Counseling

Anger Management

Learning contracts

Social Support

Social Workers

Psychologists

Guidance Counselors

Dishonest – They may take materials, lie, or blame others for their

actions.

Common Modifications and Accommodations

Modifications for EI students (if no other disabilities are present) are

usually limited to modification of social settings. Smaller class size,

alternative school settings, and providing a secluded place to calm down are

popular options.

Accommodations for EI students are slightly more complex and may

fall under 4 general categories: Affective curriculum, career education,

behavior accommodations, and increased social support (Best Practices for

Behavior Disorders, 2009; Bridges 4 Kids, 2009)

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Getting to Know Your Students

The first day of class should not be your first introduction to your

students. Before you even meet them, you have their CA-60 (a master file

which is kept on the student throughout their school career) and their

Individualized Education Plan. Pay special attention to the students’ goals

and objectives because they are now YOUR goals and objects for teaching.

While the information given to you on paper is great, you need to get

information from the source as soon as possible. To understand your

students on paper and in person, you will need to…

Take time to talk to your students.

Find out where and when their school troubles started.

Discuss the problems that followed them throughout their school

career.

Talking is a wonderful way to make introductions, but there are other

ways to learn about your students. Keep in mind that EI might not be the

only disability these students have. Hearing impairment/loss, visual

impairment, learning disabilities, physical impairments, and communication

disorders may all affect emotionally impaired students. To improve your

data collection of students as people, consider some of these activities:

Question Ball

o This game is good for groups of 6-20 students and for getting

general information (such as likes and dislikes).

o Use a ball with questions written on the surface to toss between

students —these balls can be purchased or you can make your

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own. Have students answer the questions under their right or

left thumb.

o Variations such as sitting down on every 3-5 questions answered

and having the last person standing repeat back the responses

could make the game more challenging.

Snow Balls (DeSpirt, 2007)

o This game is good for groups

of any size and for getting

general information.

o Students would write down

basic facts about themselves

on half-sheets of paper. On

cue, they would ball up their papers and toss them in any

direction. The students would then go pick up a paper ball from

the other direction that they threw their own. They would than

read the papers aloud.

Pennies on the Table (Break the Ice, n.d.)

o This activity is good for finding out what students have in

common and should be played with a small group.

o The students are seated around a larger table and are given 10

pennies each. Going around the table, students would share an

experience, like, dislike, interest, or piece of personal information.

If they have had a similar experience or the statement made

could apply to them, the other students place a penny on the

table.

o This could be a good source of data collection if you take notes

on the statements the students had in common.

Logos (DeSpirt, 2007)

o This activity is good for learning names and gauging issues such

as self-esteem or self-perception.

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o Have students

develop a colorful logo

around their name (be very

careful of gang symbols if

gang involvement has been

noted in your students’ files).

Have students discuss the

elements they used in their logos.

o If a scanner is available, the logos could be digitally stored and

later used to make prizes or incentives (such as t-shirts, stickers,

or banners).

Self-Portraits (Poylacs, n.d.)

o For a quieter way to

learn about students,

have them create a

self portrait.

o This is activity can be

informative when

considering what the

students choose to include or exclude from their portraits. It

could also be a source for discussion later in the class.

Personality tests

o These can be done independently and are not limited by class

size.

o Information gathered from this activity is very useful for later

group activities or for partnerships.

o Personality tests also offer an entertaining way to increase self-

awareness.

Multiple Intelligence Tests

o These tests can be completed on-line or with pen or paper.

Self-portrait: Me as a Muppet

(right). My Husband as a muppet (left).

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o Information gathered from this activity is useful in planning

classroom activities throughout the school year.

o This, like the personality test, is a way to increase self-awareness.

o Check out the following web site for a kid friendly version:

www.bgfl.org/bgfl/custom/resources_ftp/client/ks3/ict/multiple_i

nt/index.htm

Learning Style Delineators

o Learning style delineators help teachers understand how

students prefer to access and work with information.

o As with multiple intelligence tests and personality tests, learning

style delineators can be done independently and are a good way

to increase self-awareness.

Your Classroom and You

Classroom Philosophy and Rationale

A classroom for the Emotionally Impaired needs to be a place where

students can learn in a safe environment. This is true of every classroom.

However, the nature of the students’ disability is the greatest obstacle to this

goal in the EI

classroom. How

do you make

students safe

from

themselves—safe

from harm at

their own hands

and safe from the

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(Watterson, 1991,

p.51)

hurtful voices in their own heads?

An EI classroom must treat both the cause and effects of the disability

in order to create an effective environment. Firstly, feelings of anxiety are a

wellspring of many behavioral problems, so treatment of anxiety must be a

core of the class. Students must be taught to

handle their affective disability using cognitive

skills. They need to be taught how to relax, how to relieve stress, and how to

speak to themselves kindly. Secondly, when the effects of the disability

become evident, students need to know the mistakes they have made.

Feedback on setbacks and improvements needs to be frequent and usable

by the student

Management Systems

There are many options for classroom management systems. Schools

usually provide an overall-all discipline structure and will often provide

packaged programs. Individual systems are subject to teacher personalities,

the physical setup of the room, and the individual traits of the students. But

any system should have these characteristics (Best Practices for Behavior

Disorders, 2009; Cullinan, 2007):

Behavior expectations that

apply to everyone equally.

Student involvement for

forming goals or

expectations.

Communication with parents.

Defined boundaries and

rules.

Consistent and fair

consequences.

Recognition and support of

positive behaviors.

Strategies for opting out of

confrontations or power

struggles.

Established and predictable

warnings/cues for

inappropriate behaviors.

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Provide opportunities for

students to self-monitor and

self-regulate.

Classroom Environment and Organization

Most EI classrooms are self-contained and need to serve all academic

areas. The classrooms also need to be zoned for students to be in a group,

students to be seated individually, a place to be secluded, secured storage,

open storage, areas to meet with students one-on-one, and a

teacher/paraprofessional desk area. Needless to say, these rooms are

generally crowded.

Clear boundaries

must be set for

students as far as where

they can and cannot

go. The majority of the

room should be free for

the students to move

around (green). A

smaller area should be

made available for

students that need time

to themselves (purple).

This should include an area for seclusion/cooling-off and study corrals.

Finally, the teachers/paraprofessionals should have an area to keep sensitive

materials, materials for students to use under direct supervision, and

personal materials (orange). This area should be equipped with locked

storage and be totally off-limits to students.

Obviously, the setup of the room will depend on the room shape and

materials available. However, no matter the setup, rules and expectations

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should be clearly posted and the room should be highly structured to

support these expectations.

Instructional Model

Emotionally Impaired students have historically done better in

alternative, career-oriented school settings, such as vocational education.

The elements that make these programs helpful (direct application of

knowledge, varied activities, working toward tangible goals) can be applied

in an EI classroom. Take your planning and delivery a step further by using

Multiple Intelligences and Learning Styles as the vehicle for varied classroom

activities (Tate, 2003):

Activity Intelligence Type Learning Style

Brainstorming, debate,

and discussion Verbal-linguistic

Abstract Random (AR)

Abstract Sequential (AS)

Concrete Random (CR)

Drawing and artwork Spatial AR

Field Trips Naturalist Concrete Sequential

(CS)

Games Interpersonal CR

Graphic organizers,

semantic maps, and

word webs

Logical-mathematical

Spatial AS, CS

Humor Verbal-linguistic AR, CR

Manipulatives,

experiments, labs, and

models

Logical-mathematical CS, CR

Metaphors, analogies, Spatial AS, AR

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Activity Intelligence Type Learning Style

and similes

Mnemonic devices Musical-rhythmic AS, AR

Movement Bodily-kinesthetic CR, CS

Project-based and

problem-based

instruction

Logical-mathematical CR, CS, AS, AR

Reciprocal teaching and

cooperative learning Verbal-linguistic AR

Role playing, drama,

pantomimes, and

charades

Bodily-kinesthetic AR, CR

Storytelling Verbal-linguistic AR

Technology Spatial AS

Visualization and

guided imagery Spatial AR, AS

Work study and

apprenticeships Interpersonal CR, CS

Writing and Journals Interpersonal AR

Teacher Personality and How Not to Cause Your Own Problems

Dealing with EI behaviors will trigger your fight of flight mechanisms

and you will be seeing red, deafened by your own heartbeat, and breathing

heavily. Don’t panic. This reaction will only be overwhelming the first couple

of times. However, during ‘first couple of times’, it is VERY important that

you do not take actions until you have calmed down. There is an actual,

biological reason not to do anything until you are calm:

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Stress

Feelings

Behavior

Reactions of others

A poor choice made during a time of high anxiety is powerful biological

feedback. It will reinforce and intensify the original anxiety. This is what has

happened to your students to make them full of fear and depression, and it

could happen to you if you don’t keep your head about you.

EI students are students caught in a conflict cycle. Stress triggers

internalized problems and intense emotions, causing students to behave in

an inappropriate or aggressive way. The negative response of others feeds

the emotions and further reinforces the students’ internalized problems.

What results is a self-sustaining cycle of naughtiness (Long, Wood, and

Fecser, 2001):

As a teacher, you

need to break the

cycle, not feed it. To

keep yourself sane

and to help the

students to the best

of your ability, here

are some guidelines

(Best Practices for

Behavior Disorders,

2009):

Be aware of

your body

Anxiety is triggered by a

situation

Take actions without thinking

What if the action is a

poor choice?

Consequence will trigger a longer lasting

anxiety

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language. Take care to avoid aggressive stances or facial expressions

that may trigger defensiveness in the students.

Distract students from tense situations. Redirect activities,

conversations, or situations that are brewing up trouble.

Remain calm at all times. Think of your personality as a seaway where

the waves of student troubles will break and dissipate. In other words:

Don’t panic.

Use respectful terms, be polite, and do not become overly relaxed with

the students. These are students that have problems with social

interaction; teasing students or messing around with them will

produce a situation where they have trouble controlling themselves.

Be friendly BUT respectful at all times.

Keep your humor neutral and avoid sarcasm.

Encourage what you want to see. Sometimes it is easy to expect good

behavior and say nothing when you see it. After all, this is how the

students are supposed to act. Always remember that these students

have difficulty acting in acceptable manners. When they have done

well, be positive and supportive of that accomplishment.

Always communicate what you want from the students.

Be predictable on how you handle situations. This doesn’t mean you

can’t be flexible. It just means that you can’t freak out on a student in

one situation and laugh off the next.

Crisis Intervention

Prevention – Situations can be avoided through careful planning of the

classroom, procedures, and education. Teaching should be an important

prevention measure. Students should be taught empathy, social skills,

respectful conflict resolution, and anger management. If problems begin to

arise, students should be encouraged to remember and apply what they

have been taught to decelerate the situation.

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Intervention – When prevention can’t stop behaviors or conflicts, it is

time to intervene. There are many systems for intervention and your

program or school should already have one in place. However, if you are

entering a situation where there is no pre-existing system, consider this

model from Long, Wood, and Fecser (2001):

Stage Step

1 Drain off

A stage of de-escalation in which the student’s aggression, tension, or

anger is counteracted. Dia

gn

ostic

2 Timeline When the student is calm, a timeline of the problem is established, and

the student’s perceptions are obtained and validated.

3 Central Issues

The central issue of the problem is defined. The student’s skill set is

analyzed, and the type of intervention needed is decided.

4 Insight

Teachers facilitate students to analyze their own behavior to understand

how they contributed to their own problems. Recla

imin

g

5 New Skills

Students are taught new skills that will help them avoid, manage, or

improve the situation in the future.

6 Transfer of Learning

Student plans and prepares to return to the classroom utilizing new skills

and replacement behaviors.

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Welcome!

Your Program

Induction to the Program

Your classroom in not a dumping

ground. It is not a holding tank for bad

behavior. Your classroom is a place for

students to gain self-control, reduce their social

anxiety, and work toward functioning in the greater

school society. So, before a student enters your

program, he or she will need to understand the

purpose, goals, and expectations of your classroom. There should be a

system of entrance counseling in place. Items to consider when bringing a

student into your program:

A preliminary meeting with the students and parents.

A student self-evaluation of strengths and weaknesses.

An explanation of the program where questions could be asked and

answered.

An agreement of personal and IEP goals the student will work toward

while in the program.

Formation of a behavior/learning contract that can be modified and

evaluated at a later date in the program.

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See you

later,

alligator!

Exiting the Program

If a student has made progress to the point where a self-contained EI

program is no longer the least restrictive environment or has amassed

enough credits to graduate, then it is time for him or her to exit your

program. This will be an exciting time for both you and the student—they

have achieved their goals and you have achieved your aim. However, this

could also be a scary and uncertain time for the student. They may be filled

with anxiety over the next step or filled with doubt over their ability to

function in the main stream. They may need your support

more than you realize.

Exiting the program will be much easier for

both of you if transition planning for the student

is kept up-to-date and is well designed. Career

planning for your students should be a pillar of

their individualized programs. These students,

more than most, will need to see a viable and

obtainable goal for their hard work. So assuming transition planning is solid,

what should be done for a student exiting your program?

1) Compile a portfolio of goals and objectives they have achieved in your

program and sign-off on any learning contracts that have been

complied during the student’s time in your class.

(Watterson,1990, p.

92)

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2) Have a private consultation with the student where you both go over

the goals compiled at their entrance to the program. Demonstrate and

reinforce what they have achieved, but you should also spare time to

discuss any fears or issues they have about leaving the program.

3) Make their exiting a type of graduation that can be shared with

parents and classmates. Throw a “party” for the student with treats,

congratulations, and maybe a stress management kit. This may

decrease the student’s anxiety while providing the other students with

a tangible goal. Note: If the parents could qualify for EI services,

keeping them separate from your students would be a good idea.

Your Program and the Community

Where Do “Your Kids” Fit into the School Community?

(Watterson, 1988, p.

23 )

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How a school community may

seem to an EI student

Your students are the crème de la crème. Their actions are the stuff of

legends. They will stand in time as cautionary tales for their previous

teachers. Needless to say, your students have a reputation and may have a

history with teachers in your building. Other teachers may be apprehensive,

suspicious, or downright resentful of your student’s presence in their

learning community. Gaining acceptance for your student’s disabilities could

be an uphill battle.

While students may be assigned to your care, they are still citizens of

the school. Your students should be included in school events and activities

(but in a much more structured way). If students are not able to participate

in assemblies, activities, or field trips due to the social nature of their

disability, then you will need to find other ways to keep them in contact with

the larger learning community. For example, have students sponsor events

to take place in the EI classroom where other teachers, community members,

or students are invited to join them. Host Christmas parties, thanksgiving

dinners, Easter egg hunts, bake sales, or scavenger hunts in your room.

Invite upperclassman to help tutor your students one-on-one. Invite guest

speakers that are knowledgeable about the disability to talk to your

Community

School

Classroom

Individual

Community

School

Classroom

Individual

How a school community is built

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students. Put on plays for the faculty and administration. DO NOT LET

YOUR KIDS BE FORGOTTEN!

How to Figure Out Your Parameters within Your New School

Finding out where your class fits in the

learning community can be a challenge.

School culture is not easy to define.

However, the one true way to find out where

you stand is to:

Distribute on-line surveys or pencil

and paper surveys to your co-workers to get their perceptions on the

EI program.

Talk to your principal regularly to discuss concerns and plans for the EI

program

If you can arrange it, eat lunch with the other teachers once a week.

Ask the paraprofessionals their opinions and what they have heard

from other teachers.

Discuss how to include students in school wide-activities with

administrators and other teachers.

Join committees and teacher teams within your school.

Socialize with other teachers.

How to Build Empathy for EI

students

Every general education

teacher out there probably has

a deeply hidden belief: EI

students CAN control

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themselves, they just CHOOSE not to. Most classroom management

techniques used by general education teachers are based on the assumption

that the student has self control and is acting out for a specific purpose. It is

understandable, then, their apprehension regarding EI students. EI students

usually have no obvious physical malady or cognitive disadvantage. They

can be manipulative, which implies a degree of control over their persons.

So, to your average-Joe teacher, it is hard to pin point what is

“disadvantaged” about an EI student. To remedy this situation, you must do

what you do best: Teach.

Never stop talking about your students. Never pass up an opportunity to

network with other members of the learning community.

Handling Parents

It is not kind to say, but sometimes the only thing REALLY wrong with

our students is the parents they go home to. Special needs students will

sometimes have special needs parents. And sometimes, the parents are

warm, supportive people that will do everything in their power to support

their kids. Life is like a box of chocolates—you never know what you’re

gonna get. To make it easier to understand situations parents may find

themselves in, please consult this chart (Friend and Cook, 2003):

Situation Possible Impacts on Communication

Volunteer to teach in-service on

behavior management, IEP

compliance, or inclusion at your

school.

Work to have “role reversal” seminars

(where teachers are given the

opportunity to be disabled) brought

to your school.

Leave cute little pamphlets about

Emotional Impairments around the

teacher’s lounge.

Arrange for students to have

brief exposures to other teachers

and other students.

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Situation Possible Impacts on Communication

Tight knit family

Loyalty to family before reality, household rules in

conflict with classroom procedures, and busy

schedules with multiple kids involved.

Single-Parent

family

Time management, availability of resources,

transportation issues, program conflicts with

personal goals, and the increased stress of handling

a special needs student on their own.

Nontraditional

Partnerships

Community prejudice, arguments over parental

authority between partners, and legal authority

issues.

Poverty

Possible lack of transportation, possible lack of

phone service, possible lack of permanent address,

and availability of resources.

Substance Abuse

Increased emotional stress on immediate family

members, inability to keep priorities in line, health

issues, stigmatic shame or guilt for family members,

and legal issues.

Foster Care

No long-term goals, lack of true parental authority,

missing information on student’s history, and

transitory nature of the situation.

Here is a basic system of communication that should work with most parents

(Friend and Cook, 2003; Kellough, 2007):

1. Spare time to reacquaint yourselves. Ask about the family, how the

student is behaving at home, or how the parents themselves are

holding up.

2. Summarize the student’s strengths and positive achievements in class.

Use the student’s name (not “we”) and show the parents that you have

a personal connection and interest in their child.

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3. If there is a problem, focus on the problem and not the student. This is

the time to use “we;” for example, “we had a setback on Thursday.”

Make the subject of the statement plural whenever possible so the

parent doesn’t feel persecuted on the student’s behalf. Explain the

situation as precisely and concisely as possible.

4. Invite the parents to be part of the decision-making process. Discuss

what they believe may be contributing to the student’s problems and

their ideas on how to handle the situation. Take notes and ask

questions to show the parent that you value their input.

5. If tempers flare, reschedule the meeting and exit the situation. Your

job is tough enough to begin with and you do not have to add to your

stress level by taking abuse from the parents. Don’t be afraid to make

I statements like “I am upset and I can’t continue the conversation

right not. We will have to reschedule.”

In general, it is best to treat the parents the same way you would treat the

students: Politely, respectfully, and firmly.

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Appendix A: Useful Templates and Worksheets

Name_____________________________________________________Date__________________Hour________

Learning Style Delineator

This is a style delineator and it is used to help you figure out how you learn best. For each word in a column,

use the values 1-4 to rank that word. 4 indicates what is most descriptive of you, 1 indicates what is least

descriptive of you.

I look at

all sides

without

judging.

I have

to be

right.

You can

count on

me.

Will it work?

I pay

attention

to

details.

careful

Could

the idea

work?

It has to be

organized.

I will try

until I

succeed.

product-

oriented

I look at

all sides

and

decide

which

side is

better.

I have

to

explore

my

options.

I do a

really good

job.

Does it

make

sense?

I like new

ideas.

logical

Is it a

good

idea?

I have to

have proof

that it’s

true.

It has to

make

sense.

judge

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I look at

all sides

and try to

understand

how

everyone

feels.

I have

to have

colorful

things.

I accept

people for

who they

are.

Is it

exciting?

I know

what is

going

on.

spontaneous

How do

others

feel

about

this idea?

I have to

understand

how others

feel about

it.

It has to

look

good.

person-

oriented

I look at

all sides

and have

a gut

feeling

about

which

side is

better.

I have

to take

chances.

I

understand

people.

Will it help

me

understand?

I like to

be

creative.

problem

solver

Is it a

new

idea?

I know that

there are

different

ways to

solve

problems.

I have to

try it out.

sensible

dreamer

1st row total: ___. (This is your CS total)

2nd row total: ___. (This is your AS total)

3rd row total: ___. (This is your AR total)

4th row total: ___. (This is your CR total)

Concrete Sequential (CS)

Key Word: PRACTICAL

What Do They Do Best?

Apply ideas in a practical way

Organize

Fine-tune ideas to make them more

efficient

Produce concrete products from abstract

ideas

Work well within time limits

That Makes Sense to Them?

Working systematically, step by step

Paying close attention to details

Having a schedule to follow

Literal interpretations

Knowing what’s expected of them

Routines, established ways of doing

things

What’s Hard for them?

Working in groups

Discussions that seem to have no specific

point

Working in an unorganized environment

Following incomplete or unclear

directions

Working with unpredictable people

Dealing with abstract ideas

Demands to "use your imagination"

Questions with no right or wrong

answers

What Questions Do They Ask While Learning?

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"What are the facts I need?"

"How do I do it?"

"What should the result look like?"

"When is it due?"

How CS Behaves:

CS student prefer that their desks, books, and

personal things are in order and in the right

place. They can get upset if someone sits in their

assigned or normal seat and do not tolerate

rearrangement easily. CS students have habits,

routines, and tried-and-true patterns. They will

often say things like “But we’ve always done it

this way!”

How CS Handles Assignments:

Pay attention to detail and specific

information. They want to complete assignments

correctly. CS students will ask for exact directions,

try to follow directions, and appear to obey

orders. They want perfection and may be overly

concerned with small details.

Types of Assignments CS Like:

CS students are fascinated with how things

work—especially mechanical and technological

things. So, they learn quickly through

demonstration or guided practice and they like to

be physically involved and active with what they

learn. They may have a natural ability to

memorize information and can do well on tests

that have “right-answers”. However, CS student

don’t like group work and may become bossy in

attempts to organize the group.

CS as People:

CS students do not read meaning into verbal

messages or body language and don’t like to

waste time talking. They will often reject people

who have betrayed their confidence or trust. CS

students may be very critical of people that are

different form themselves.

CS students usually have hobbies that call for

them to make something.

Abstract Sequential (AS)

Key Word: PROBABLE

What Do They Do Best?

Analyze ideas

Research

Provide logical order

Use facts to prove or disprove theories

Figure out what needs to be done

What Makes Sense to Them?

Using well-researched information

Learning more by watching than doing

Logical reasoning

A teacher who is an expert in his/her

subject

The world of abstract ideas

Taking time to work through an issue

thoroughly

What’s Hard for them?

Being forced to work with those of

differing views

Too little time to deal with a subject

thoroughly

Repeating the same tasks over and over

Lots of specific rules and regulations

"Sentimental" thinking

Expressing their emotions

Being diplomatic when convincing others

Not monopolizing a conversation

What Questions Do They Ask While Learning?

"How do I know this is true?"

"Are there any possibilities we haven’t

considered?"

"What will we need in order to

accomplish this?"

How AS Behaves:

AS students like to think rationally and

logically—they will use reason as an internal

guide. They like to talk about, play with, and

debate ideas. They love teachers who are experts

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in the student’s area of interest. AS students will

sometimes seem to lack emotion, but they are

just privately emotional and don’t see what

emotion has to do with learning. Other students

may accuse them of “thinking too much.”

How AS Handles Assignments:

AS students will follow directions if the

directions are not overly picky. They like

assignments that have space to maneuver and

personalize. While these students appear to be

enthusiastic about learning for its own sake, they

don’t like “busy-work”. AS students will respect

teachers they see as experts, but if they don’t

think the teacher knows what they are talking

about, these students will question EVERYTHING

they do in class.

Types of Assignments AS Like:

AS students read avidly for interest and

information, so any assignment that calls for

reading or research is good for them. They like

lecture if the person speaking is an expert. AS

students love assignments that cover past and

current knowledge—like a unit summary or

project.

AS as People:

Others describe them as “nose always in a

book.” AS students will ignore people they see as

out of control or overly emotional. AS students

hold very high expectations and can be hard on

themselves and others if they don’t “measure up.”

Abstract Random (AR)

Key Word: POTENTIAL

What Do They Do Best?

Listen to others

Understand feelings and emotions

Focus on themes and ideas

Bring harmony to group situations

Establish positive relationships with

everybody

Recognize and meet the emotional needs

of others

What Makes Sense to Them?

Personalized learning

Broad, general guidelines

Maintaining friendly relationships

Enthusiastic participation in projects they

believe in

Emphasis on high morale

Decisions made with the heart instead of

the head

What’s Hard for them?

Having to explain or justify feelings

Competition

Working with dictatorial/authoritarian

personalities

Working in a restrictive environment

Working with people who don’t seem

friendly

Concentrating on one thing at a time

Giving exact details

Accepting even positive criticism

What Questions Do They Ask While Learning?

"What does this have to do with me?"

"How can I make a difference?"

How AR Behaves:

AR students are ruled by emotions and love to

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talk about their feelings. They will often pout or

sulk because of a reprimand or a sharp word.

These students like to have a friendly relationship

with the teacher and may withdraw from and

dislike teachers who do not respond to them.

They tune in to the mood of their surroundings,

thrive under personalized attention and use their

whole bodies to communicate.

How AR Handle Assignments:

AR students use fantasy, make-believe, and

imagination as a resource for school work. They

feel that fantasy and imagination as legitimate

ways to experience learning. They tend to

decorate and color their books, papers, and book

covers with art and messages. AR students tend

to ignore directions.

Types of Assignments that AR Like:

AR students like to explain knowledge

through stories, metaphors, and personal

experiences. They also like to use poetry, art,

music, and literature in their work. AR students

do not like questions that have exact answers and

are bored by worksheets, drills, and busywork,

and most tests.

AR as People:

AR students usually make friends very easily,

but they also may be painfully shy. They listen to

others and can usually understand where people

are coming from. AR students will often read

body language and know when things have gone

wrong before being told. They resist control by

others, but give in easily to friends and trusted

others.

Concrete Random (CR)

Key Word: POSSIBLE

What Do They Do Best?

Inspire others to take action

See many options and solutions

Contribute unusual and creative ideas

Visualize the future

Offer a different way to do things

Accept many different types of people

Think fast on their feet

Take risks

What Makes Sense to Them?

Using insight and instinct to solve

problems

Working with general time frames

Using real world experiences to learn

Trying something themselves

What’s Hard for them?

Restrictions and limitations

Formal reports

Routines

Re-doing anything once it’s done

Keeping detailed records

Showing how they got an answer

Choosing only one answer

Having no options

What Questions Do They Ask While Learning?

"How much of this is really necessary?"

“Will I use this information in the future?”

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How CR Behaves:

CR students operate on insight and intuition

rather than reason. They will jump to conclusions

and often be correct. They use trial-and-error

approaches to learning—trying things before

researching them. CR students are often on the

prowl for something interesting to do and are

sometimes described as “looking for trouble”.

They may be risk-takers.

How CR Handles Assignments:

CR students challenge their teachers to try

different approaches and unusual ideas. They like

having options in their assignments and want to

do things their way. CR students don’t like

structured assignments and will put off these

assignments until the last minute. Sometimes

they aren’t concerned with finishing assignments

at all.

Types of Assignments CR Like:

CR students like to ask “What if…?” and often

think HOW you get the answer is more important

that the answer itself. They like brainteaser

problems, physical problems, discovery methods,

games, simulations, and role-play. CR students

like to experiment.

CR as People:

CR students are willing to be different from

others and may ignore social convention in order

to find out about other people and their ideas.

They like to push boundaries and test the waters

just to see what might happen.

CR students remember a lot of information and

can repeat quickly. They like to organize “junk”

collections and may have many types of interests

and/or projects. CR students need change to

grow and learn

Name________________________________________________Date___________Block__________

The Animal Personality Test

Circle the icon () in front of each statement that sounds like you.

Lion Beaver Otter Golden Retriever

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Likes people that are in

charge

Confident

Doesn’t back down

Enjoys challenges

Problem solver

Speaks what’s on your

mind

Makes goals for self

Strong willed

Doesn’t need other

people

Doesn’t give up

Takes charge

Single-minded

Inventive

Competitive

Gets things done

Always has a reason to

do things

Adventurous

Independent

Controlling

Focuses on reaching

goals

Likes having

instructions to follow

Dependable

Standoffish – other

people sometimes

describe them as

snobs

Practical

Likes to have facts and

figures

Perfectionist

Includes a lot of details

Ask a lot of questions

Doesn’t stop till the

job is done

Really sensitive to

what people say about

them

Likes to be right

Has self-control

Does things the same

way over and over.

Organized

Follows rules

Picky

Logical

Does things right

Likes having a

schedule

Things about things

before actions before

they act

Gets excited really

easily

Imaginative

Has a lot of energy

Encourages others

Makes new friends

easily

Loves to have fun all

the time

Does things without

planning ahead

Creative

Optimistic

Infectious laughter

Takes risks

Can talk people into

things they normally

wouldn’t do

Very talkative

Friendly

Enjoys being popular

Doesn’t like to do the

same things over and

over again

Enjoys change

Likes people and cares

DEEPLY what people

think of them

Will start things and

can get others into

trouble

Other people look up

to them

Feelings get hurt

easily

Calm

Doesn’t ask a lot from

other people

Does NOT like it when

people fight

Likes having a routine

Kind to other people

Can make changes to

fit in

Thoughtful

Patient

Good listener

Loyal

Doesn’t get upset

very easily

Will give in to make

others happy

Doesn’t like to make

decisions

Dislikes change

Funny but quiet

Understands what

others are feeling

Takes care of other

people

Puts up with a lot

from people

Peace maker

Total: Total: Total: Total:

Please fill in the Bar Graph below (each box is equal to 5).

Lions Beavers Otters Golden Retrievers

Loins

Lions like to lead. They are good at making decisions and are very goal-oriented. Lions enjoy

challenges, difficult assignments, and opportunity for advancement. Because lions are thinking of the goal,

they can step on people to reach it. Lions can be very aggressive and competitive. Lions must be careful

not to become bossy or take charge of other people’s problems.

Strengths: Goal-oriented, strong, direct

Weaknesses: Argumentative, bossy

Limitations: Sometimes lions do not understand that directness can hurt others and have a hard

time saying “thank you” to others.

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Beavers

Beavers are very organized. They think that there is a right way to do everything and they want to

do it exactly that way. Beavers are often very creative. They love to solve problems and often take time to

do projects right. Beavers do not like sudden changes. They will often feel insecure and need reassurance.

Strengths: High standards, order, respect

Weaknesses: Unrealistic expectations of themselves and others

Limitations: Seeing the optimistic side of things and being flexible when things change.

Otters

Otters are very social and love people. They enjoy being popular and influencing others. Otters

will often cheer on others and motivate peers to get work done. Otters can sometimes feel hurt when

people do not like them. They usually have lots of friends but only a few really close ones. Otters love to

goof-off or hurry and finish jobs as quickly as possible—even if the work is messy or not well done.

Strengths: People person, open, positive

Weaknesses: Talks too much, avoids jobs

Limitations: Remembering homework or appointments and finishing what they started.

Golden Retrievers

Golden retrievers are good at making friends and are very loyal to the people they love. They do

not like big changes and look for security. Retriever can be sensitive and very caring. They have very deep

relationships with only a few friends. Retrievers want to be loved and appreciated by all people but do not

reach out like the otters. They work best in a structured environment where very few things change.

Strengths: Calm, supportive of others, will try to work with people

Weaknesses: Indecisive, gives in to arguments, doesn’t show emotions

Limitations: Standing up for themselves, recognizing when they need to say NO!

Lesson Plan Template

Title:

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Teacher:

Class:

Date:

Time:

Grade Level:

Unit:

Anticipated Noise Level:

Objectives

Cognitive -

Affective -

Psychomotor -

Benchmark:

Rationale:

Procedure

Assessment:

If time remains:

Special Considerations:

Material and Equipment

Reflection of lesson:

Suggestions for revision:

Resources:

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Appendix B: Forms and Charts

Functional Assessment/Behavior Intervention Form

General Information

Student: Birthdate: Eligibility Status: Date:

School Medication:

Caseload Teacher: Previous Funct Assess? Yes No When:

I. Student Strengths, Skills, and Difficulties

List Student Strengths and Skills:

List Student Difficulties:

II. Behavior(s) of Concern

Description – Observable/Measurable How often Duration Intensity Problem has

existed (length

of time)

Is this behavior addressed in the school handbook? Y

N

III. Environmental Issues and Situational Variables

What triggers or causes the behavior? What happens before the behavior?

What happens immediately after the problem behavior occurs? (student reactions, staff reactions, environmental changes)

In what settings/situations is the behavior of concern most and least likely to occur?

Setting/Situations Most likely Least Likely

Adults? (personality characteristics, teaching style,

gender, disciplinary style, etc, no names)

Peers? (personality characteristics, gender, etc, no

names)

Certain Activities? (independent work,

lecture, writing activities, small groups)

Settings? (playground, math, science, lunch,

school bus, unstructured time)

Time of Day or Class (morning, end of class,

afternoon)

Other? (home issues, bus, medication, health, sleep,

ect)

IV. Child’s Exposure to Rules Governing This Behavior Check One or More and List How Often

Classroom Discussions 1-1 Discussions Behavior Plan

Assemblies Handbooks Posted Classroom Rules

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Check Sheet Other

V. Previous Intervention and Supports Check One or More and Indicate Frequency

Social Work Support Conflict Resolution Peer Mediation

Behavior Support Contracts Anger Management Staff/Student Awareness Regarding BIP

Other

VI. Previous Consequences and Disciplinary Measures Check One or More and Indicate Frequency

Time Out Referred to Office Detention

Loss of Privilege Suspension Work Detail/Restitution

Parental Notification Behavior Ignored Reprimand/Warning

Other *Attached Documentation

VII. Needs Being Met Through This Behavior Check One or More and Explain

Escape/Avoidance Attention Expression of Anger/Frustration

Sensory Stimulation Power/Control Tangible

Relief of Fear/Anxiety Other

VIII. Goal to Appropriately Address Need(s)

Goal:

IX. Preferred Activities and Reinforcers

List preferred activities:

List preferred reinforcers:

X. Skills Needed to be Taught to Replace Behavior Concern What Behaviors Do You Want the Student to Engage in to Replace the Behavior?

XI. Behavior Plan

Preventative Strategies Classroom Accommodations,

Approach Strategies, Seating

Arrangements, Instructional

Strategies, ect.

Reinforcement Strategies Methods of Teaching and Reinforcing

Appropriate/Replacement Skills.

Procedures to Follow When

Behavior Occurs Specific Steps to Take when Behavior

Occurs

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XII. Data Collection

Describe how systematic/measurable data will be collected for Behavior Plan:

Attach Sample Data Sheet

____________________ will inform the following staff of BIP: _________________________

Signatures below indicate the plan has been review and agreed upon for implementation:

_____________________________________ ______________________________________

Parent/Guardian Teacher

_____________________________________ ________________________________________

Social Worker/Psychologist Special Education Teacher

_____________________________________ ________________________________________

Student Administrator

Date(s) plan

reviewed:

Date plan terminated:

*Attachments – may include point sheets, contracts, token cards, progress notes, referrals,

parent contracts.

Addendum to the Individualized Education Program

Student Information

Student’s Name:_______________________________________Date of Birth:______________Date:________

Date of Current IEP:_____________School:________________________________Student ID:______________

Purpose

The purpose of this Addendum to the IEP is to amend or modify: (Check all that apply)

Instructional goals and objectives

The amount of time in the current program

Related services or provisions related to supplementary aids/services, assessments, or transportation

Other____________________________________________________________________________________

Participants

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Student ____________________________________ Parent/Guardian ________________________________

Local Educational Agency (please provide names and titles) ____________________________________

_______________________________________________________________________________________________

Rationale

Briefly explain why this Addendum is needed:

__________________________________________________________________________________________________________________

____________________________________________________________________________

Present Level of Academic Achievement and Functional Performance

If relevant, update the statement regarding the student’s present level of academic achievement and

functional performance. (Attach any new goal pages).

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

_________________________________________________________

Amend or Modify Programs and Services

Program/Service Rule Number Amount of Time Frequency Location

__________________________________________________________________________________________________________________

____________________________________________________________________________

Amend or Modify Accommodations, Supplementary Aids, Services, and Personal Support

Amount of Time Frequency

__________________________________________________________________________________________________________________

____________________________________________________________________________

Changes to District and Statewide Assessments

_______________________________________________________________________________________________

Add, Amend, or Modify Special Transportation

____________________________________________________________________________________________ ___

Commitment Signatures

The district and the parent/guardian/student agree with this Addendum to the IEP and its implementation

beginning: Date ______

District Representative: ____________________________________________________ Date: __________

Parent/Guardian/Student: __________________________________________________ Date: ___________

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References

Best practices for Behavior Disorders in the Classroom (2009). Retrieved April 11, 2009

from http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm

Break the Ice (n.d.). Retrieved April 11, 2009 from

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/bre

akice.htm

Bridges 4 kids (2009). Disability Information - Emotional Impairment, Disorder or

Disability. Retrieved April 11, 2009 from

http://www.bridges4kids.org/Disabilities/EmotionalDisorder.html

Cullinan, Douglas (2007). Students with Emotional and Behavioral Disorders: An

introduction for teachers and other helping professionals (2nd ed.). Columbus, OH:

Pearson.

DeSpirt, Debbie (2007). Name Games: Classroom icebreakers for the beginning of the

year. Retrieved April 11, 2009 from http://classroom-management-

tips.suite101.com/article.cfm/name_games

Friend, Marilyn, and Cook, Lynne (2003). Interactions: Collaboration skills for school

professionals (4th ed.). Boston: Allyn and Bacon.

Kellough, Richard D. (2007). A Resource Guide for Teaching K-12 (5th ed.). Columbus, OH:

Pearson.

Long, Nicholas J., Wood, Mary M., & Fecser, Frank A. (2001). Life Space Crisis Intervention:

Talking with students in conflict (2nd ed.). Austin: Pro-ed.

Poylacs, Joyce T. (n.d.). 101 Things You Can Do the First Three Weeks of Class. Retrieved

April 11, 2009, from University of Nebraska-Lincoln, Teaching and Learning Center

from

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/101

thing.htm

Tate, Marcia L. (2003). Worksheets Don’t Grow Dendrites: 20 instructional strategies that

engage the brain. Thousand Oaks, CA: Corwin Press, Inc.

Watterson, Bill (1996). There’ Treasure Everywhere. New York: Scholastic Inc. (131)

Watterson, Bill (1992). Attack of the Deranged Mutant Killer Monster Snow Goons. New

York: Andrews and McNeel.

Watterson, Bill (1991). Revenge of the Baby-Sat. New York: Andrews and McNeel.

Watterson, Bill (1990). Weirdos from Another Planet. New York: Andrews and McNeel.

Watterson, Bill (1988). The Essential Calvin and Hobbes. New York: Andrews and

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