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Provide frequent feedback to students Be careful not to embarrass a student when presenting
reinforcement
Include students in social skills groups and increase Develop a relationship with every student to establish
supervision during lunch and recess to ensure there are no trust and commitment
problems during these times
positive behavior support/social skill instruction Choose your words carefully, one comment can
destroy a relationship with a student
reinforcement following appropriate social behavior Maintain a positive classroom environment
classwide peer tutoring/ cooperative learning/ cross age Demonstrate trust by showing you value the student
tutoring
peer modeling Identify students strengths and give them unique jobs
in the classroom
Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles
with appropriate behavior?”
Work with parents to create structured routines to help Giving all students immediate encouragement and specific
with behavior throughout the day feedback
Provide students with a short break during the day Use hands-on, experiential learning activities
between assignments
Maintain positive calm and encouraging during Use awards, Bonus points, accomplish sheets, personal
interactions notes, novel rewards
Promote positive support, and feedback Helping students comply with rules and expectations
Design interventions that that address skill deficiencies Respond to student behavior in a positive way
functional behavioral assessment-based interventions Create a positive behavior management system in the
classroom
self instruction
goal setting
Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with
this disability?”
Keep the schedule consistent Follow low interest activities with higher interest activities
Provide smaller, secluded, and less distracting testing Use age appropriate technology
environments
choice of use of free time Communicated expectations both verbalized and visually
support students
Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing
their personal belongings, their workspace, their backpack/locker as well as their papers for this class. Also, how can I
support them in the area of time management? This includes keeping track of assignments and deadlines.”
Use pictures and graphics for students schedule Teach students of assignments, grades, and targeted
behaviors
Give student advanced notice of changes to the Daily record of work assignments and accomplishments
schedule
Help students take on manageable goals and timelines Visual schedule for school everyday
Mnemonic devices
Story mapping
Use templates
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the
needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Provide additional instruction for students, such as a Keep lesson objectives clear
scribe or note taker
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals,
handouts, smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of
students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Give students additional time to acquire skills like main idea, Use meaningful materials and manipulatives
and concept mapping
Use flexible teaching styles to change style of presentation Use interesting visual and auditory presentations
and length of activity
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work
and independent practice- that will meet the learning needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
written feedback
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning
needs of students with this disability while accurately assessing mastery of the lesson objectives?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Harrison, Judith R., et al. "Educational Accommodations for Students with Behavioral Challenges: A Systematic Review of
the Literature." Review of Educational
Research, vol. 83, no. 4, 01 Dec. 2013, pp. 551-597. EBSCOhost,
Killu, Kim. "Understanding and Developing Academic and Behavioral Interventions for Students with Bipolar Disorder.
"Interventions in School and Clinic, vol. 43, no. 4, 2008, pp. 244-51.
Lewis, Timothy J., et al. "Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach
and Brief Review of Current Practices." Behavioral Disorders, vol. 29, no. 3, May 2004, pp. 247-259.
EBSCOhost,login.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=
3644081&site=eds-live.
Regan K. Improving the Way We Think about Students with Emotional and/or Behavioral Disorders. TEACHING
Exceptional Children [serial online]. January 1,
2009;41(5):60-65. Available from: ERIC, Ipswich, MA. Accessed May 2, 2018.
Ryan, Joseph B., et al. “Evidence-Based Teaching Strategies for Students With EBD.” BeyondBehavior, 2008, pp. 22–29.
Souma, Alfred. "Academic Accommodations for Students with Psychiatric Disabilities." U.S Department
of Education (ERIC), 2002, pp. 2-6.