Sp. Ed. Chart

Introduction

Just as there are many diagnoses of disorders, there are many forms of intervention. It is important that care and concern go into the planning of the most appropriate intervention strategies. According to Yell, Meadows, Drasgow, and Shriner (2009), "When developing programs for students with emotional and behavioral disorders (EBD), the ultimate goal is to teach them more socially appropriate and adaptive forms of behavior that endure after they leave the school setting" (p.125).

Coping Skills

There are a number of skills that educators can help students learn and permanently acquire for a number of stressful situations, including cognitive restructuring, stress management, and anger management. All of these areas can be taught in a mandatory social skills content area just as academic areas are taught. This curriculum of social skills instruction should be required of every EBD program. Unfortunately, the immediate teacher may not have the training and education to effectively implement such a program, therefore, additional personnel such as a social worker, psychologist, or counselor may be required.

Implementing Cognitive Behavioral Interventions

According to Yell et al. (2009), developing and implementing these interventions requires three components:

1.      Functional assessment of the problematic behaviors;

2.      Program planning and implementation, including choosing the cognitive behavioral intervention (CBI), teaching the procedures, and monitoring student results; and

3.      Programming for generalization, so that the student will be able to carry on the learned procedures independently.

Cognitive Restructuring

Often, the student with EBD experiences cognitive distortions that place unrealistic demands on themselves and others, resulting in anxiety, depression, and anger from unrealistic fears. They can react by minimize or maximize situations or perceived experiences that are not really happening. Distortions occur as the student perceives the current situation while experiencing old emotions from past similar experiences. Violent behaviors can result, but students can be educated to recognize and counter unrealistic thoughts.

Approaches such as rational emotive behavior therapy (REBT) can teach the student how to discern cognitively the new experiences from the old experience in order to rationalize emotional and behavioral responses. The assumption is that the EBD person experiences faulty thinking about the events rather than the actual event itself. In the classroom, REBT is typically implemented in small groups where peers help each other work through misperceptions. REBT concentrates on the present and conscious thought; present day problems are tackled instead of the past problems, experiences, or causal factors.

Stress and Anger Management

The ultimate goal in teaching students with EBD how to control their emotions and behaviors is to develop self-regulation and self-management skills. When students have self-management skills they are able to demonstrate responsible and independent behaviors for the future or be able to use generalization. They will learn to self-monitor and know to check in with themselves when their behaviors may become inappropriate, regardless of whether they are alone or with others. Students can practice self-evaluation through the previously learned CBI techniques and take steps to correct their behaviors where required. They will know when and how to change their behavior before it becomes inappropriate or a problem.

Group Therapy

Often, programs for students with EBD have a therapeutic element included with the academics. If the teacher is the one delivering this element, the group instruction for behaviors might fall under the social skills area because behaviors affect the social realm.

The therapeutic process and techniques take place within the theoretical perspective of the leader trained in a specific style or philosophy of human behavior, resulting in verbal or physical approaches to therapy. The basic assumption in group therapy is that, with the guidance of the leader, participants learn about their feelings and attitudes from interacting with other group members and, with support of the group, learn appropriate behaviors. Common components found in all the approaches include:

1.      Insight or self-understanding;

2.      Learning from interpersonal interaction;

3.      Acceptance;

4.      Self-disclosure;

5.      Catharsis (a release from tension);

6.      Guidance;

7.      Vicarious learning; and

8.      Altruism (Newcomer, 1993, p. 445).

Collaboration

It is not only students who require training in the CBI techniques and strategies. The staff and others involved with the student need to have the same information and to collaborate as a team. These people are the mandated IEP team required by IDEA, which may include additional professionals if necessary for the assured success of the student. Accordingly, anyone who has a contribution to make and information to share related to the team's task should be a member of the student's IEP team.

Collaboration needs to be present between the special education teacher and aides, administrators, regular teachers, parents or guardians, and any contributing outside agencies. The more consistent the approach, the more likely the student will experience success. Successful collaboration requires successful communication and frequent monitoring for success. There must be commitment, skills, trust, and respect for all members, and the student needs to be one of those members as they age. Transition mandates that the student is included in the planning of the IEP when they are 16 years old. However, considering that research has shown that beginning at an earlier age may produce successful outcomes, it is pertinent to include students at an earlier age when possible.

Conclusion

Lack of successful appropriate behaviors and social skills often accompany lack of academic success. Students with EBD tend to have poor external and internal personal skills and do not always enjoy friendships and positive self-esteem. Through CBI training, self- monitoring, increased success, and continued practice, the student with EBD can reverse all those areas. The long-term outcomes can be more positive and students can be more independent and successful due to the CBI interventions, social skills training, and collaboration between the school staff and other members of the IEP team.

References

Newcomer, P. L. (2002). Understanding and teaching emotionally disturbed children and adolescents. Pro-ed, Austin, Texas.

Yell, M. L, Meadows, N. B., Drasgow, E., & Shriner, J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Merrill/Pearson.