Classroom Management for Students With Emotional and Behavioral Disorders

Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education. Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa. Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators. George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics. Giuliani earned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John's University, JD from City University Law School, and PsyD from Rutgers University, The Graduate School of Applied and Professional Psychology. Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

Dedications About the Authors Preface 1. Review Your Knowledge on Students With Emotional and Behavioral Disorders Definition of Emotional Disturbance Causes of Emotional and Behavioral Disorders Prevalence of Emotional Disturbance Age of Onset of Emotional and Behavioral Disorders Gender Features of Emotional and Behavioral Disorders Cultural Features of Emotional and Behavioral Disorders Eligibility Criteria for Emotional Disturbance Under IDEA Characteristics of Students With Emotional Disturbance Children With Emotional Disturbances and School-Related Concerns IDEA Exclusion of Students Who Are ?Socially Maladjusted? 2. Understand the Behaviors of Students With Emotional and Behavioral Disorders Understanding Challenging Behaviors Understand the Difference Between Symptoms and Problems Behaviors That May Be Indicative of More Serious Problems Symptomatic Behaviors Exhibited When a Child Has Low Levels of Tension Symptomatic Behaviors Exhibited When a Child Has High Levels of Tension Redirecting Students to More Appropriate Behaviors Ways to Maintain Positive Changes in Student Behavior Whole-Classroom Instructional Strategies 3. Become Culturally Competent When Working With Students With Emotional and/or Behavioral Disorders 4. Understand and Apply Principles of Reinforcement When Working With Students With Emotional and/or Behavioral Disorders Principles of Reinforcement What Is the Actual Reinforcer? Factors Affecting Reinforcer Effectiveness Checklist for Effective Reinforcement Possible Reinforcers Reinforcement of Appropriate Student Behavior 5. Promote Positive Social Interactions Among Students With Emotional and/or Behavioral Disorders Why Are Social Skills Important? Social-Cognitive Skill Development The Role of Social Skills at School Strategies to Foster a Sense of Belonging in the Classroom Creating a Positive Classroom Climate Teaching Social Skills Through Role Playing and Observation The Classroom Teacher?s Power to Model Acceptance Promoting Positive Social Interactions Among Students With and Without Disabilities 6. Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students With Emotional and/or Behavioral Disorders Instructional Interventions for Active Non-Compliance Instructional Interventions for Attendance Problems Instructional Interventions for Difficulty With Transitions Instructional Interventions for Disrespect to Teachers Instructional Interventions for Classroom Disruption Instructional Interventions for Failure to Accept Responsibility for Own Behavior and/or Consequences for Misbehavior Instructional Interventions for Interpersonal Relationships With Peers Instructional Interventions for Out-of-Control Behaviors Instructional Interventions for Passive Resistance Instructional Interventions for Not Respecting Property or Personal Space of Others Instructional Interventions for Verbal Aggression Instructional Interventions for Verbal Outbursts 7. Understand and Implement Classroom Management Strategies for Students With Specific Psychological Disorders Child and Adolescent Mental Health and Schools Classroom Management for Students With Anxiety Disorders Classroom Management for Students With Bipolar Disorder Working With Students With Borderline Personality Disorder (BPD) in the Classroom Working With Students With Depression in the Classroom Working With Students With Obsessive Compulsive Disorder (OCD) in the Classroom Working With Students With Oppositional Defiant Disorder (ODD) in the Classroom Working With Students With Post-Traumatic Stress Disorder (PTSD) in the Classroom Working With Students With Reactive Attachment Disorder (RAD) in the Classroom Working With Students With Schizophrenia in the Classroom References Glossary Index

"General education teachers need more information and guidance on how to effectively work with students with emotional and behavioral disorders. This book provides an overview of the various needs and characteristics that many of these students display." -- Emily Wilmes, Emotional Behavioral Disorder Teacher "Well organized and readable. The chapter on cultural differences is a focus I have not seen explored significantly in other books." -- Joanna Vagle, Special Education Teacher