References

Hirn, R.G., & Park, K.L. (2012). Teacher-

Interventi
ons
Positive integration
of students with
EBD into the
general education
classroom will
benefit all learners.
Each student is
unique and adds to
the dynamics of
the class. Including
these strategies
will help all
students succeed.
Teacher Positive
Language

mediated instructional strategies

for students with emotional or
behavioral disorders. Beyond
Behavior, 22(1), 32-39.
Niesyn, M.E. (2009). Strategies for success:
Evidence-based instructional
practices for students with
emotional and behavioral disorders.
Preventing School Failure, 53(4),
227-234.
Ryan, J.B., Pierce, C.D., & Mooney, P.
(2008). Evidence-based teaching
strategies for students with EBD.

Social Skills

(cover story). Beyond Behavior,

Check In Check
Out (CICO)

17(3), 22-29.

Student Choice
Direct Instruction
Wait Time
Clear, Concise
Rules

Wagner, M., Kutash, K., Duchnowski, A.J.,

Epstein, M.H., & Sumi, W.C.
(2005). The children and youth we
serve: A national picture of the
characteristics of students with

Peer Mentoring

emotional disturbances receiving

Foreshadowing

special education. Journal of

Emotional and Behavioral
Disorders, 13(2), 79-96.
doi:10.1177/106342660501300202

Emotion
al and
Behavior
al
Disabiliti

Before the Lesson

Establish expectations and routines at the
beginning of the year and visit them as
needed throughout the remainder of the
year.

The things that make me

different are the things
that make me.
~ Winnie the Pooh

Expectations should be concise and

followed consistently. Routines add
structure and predictability to the lesson.
Create a welcoming and organized
classroom environment including a plan
for seating arrangements, flow of the
classroom, and distribution of materials.
Identify problem behaviors and tasks
when lesson planning to provide extra
support during these times.

What is Emotional and

Behavioral Disabilities
(EBD)?
Social, emotional, and/or behavioral
functioning that departs from generally
accepted, age appropriate, ethic or
cultural norms that adversely affects a
childs progress in one or more of six
areas:

During the Lesson

By the Numbers

Approximately 80% of students with

EBD are male

According to Wisconsin Department of

Public Instruction, over 4,000 students
or 9% of SPED students aged 6-11 are
identified as EBD.

Academic progress

Accommodations

Social relationships

Personal adjustment

Classroom adjustment

Self-care

Vocational skills

There are several accommodations a

teacher can incorporate into the daily
routines that influence student behavior.
Thoughtful planning to create a classroom
that is consistent, predictable, and fair will
help all students but especially those
students with EBD. Effectively working with
students with EBD will impact learning for
all students by providing more
uninterrupted learning with less disruptions.

Behaviors of students with EBD must be

severe, chronic, and frequent and occur

Create purpose and meaning to start the

lesson to engage students.
Provide breaks within the lesson and
allow for student movement.
Teacher modeling, guided practice, and
specific positive feedback should be used
during the lesson.
Cooperative learning and structured
academic tasks allow students with EBD
to build positive peer relationships.
Checklists provide structure and graphic
organizers explicitly make the connection
between topics.
After the Lesson
Provide a lesson summary, a checklist of
tasks to organize materials, and a signal
to alert students that transition time is
happening.