Helping Students with Emotional and Behavioral Disabilities Part 2
In this second installment of a three-part series behavior experts, Andre Banks, M.Ed., director of client program management, and Doug Maraffa, senior client manager, both from Pearson, continue to discuss issues teachers encounter in students who have emotional and behavioral disabilities (EBD). In a survey teachers expressed what they wanted to know more about regarding how to work with EBD students, and this video series addresses these questions.
A level system is a behavior management tool to allow teachers to objectively make assessments on the progress of students. For students it’s a pathway to inclusion. It is a structure system designed to motivate students to move through a system so they can earn rewards, privileges, and be moved to a more inclusionary setting with non-disabled peers. There is usually a criterion for kids to meet by performing a specific behavior, and is contingency based. In this video Andre and Doug discuss different levels systems and what makes a level system effective.
Examples of level systems discussed:
Cumulative – Cumulative level systems base leveling up on a set number of points achieved. For example, a student will reach level 2 at 600 points, level 3 at 1200 points, etc.
Consecutive – Consecutive level systems require students to meet their daily goal for a set number of days consecutively. This is the level system that uses the “Good Day” model. For example, a student will proceed to level 2 when he has had 15 “good days” (days he met his goal) in a row. If a student does not meet his goal one day, the count will start over again.
Goal For X Days – In X number of days, the average score must be greater than or equal to the goal set to advance. For example, in HISD, the goal is 80% (56 points out of 70). To advance, the average score over a period of 15 days must be 80% (56 out of 70).
Inclusion is defined by a commitment to educate all children in traditional classrooms. Advocates for inclusion promote teaching students identified EBD in the mainstream setting. Inclusion favors identifying new supports for general education and special education teachers so they can deliver instruction to the EBD student in the mainstream classroom with non-disabled peers. Inclusion requires an effective collaboration between general education and special education teachers. In this video Andre and Doug discuss the support structures needed, teacher’s roles required, and Individual Education Plan needed to create and maintain an effective inclusionary environment for all students with EBD.
About the Author
Jenn Stout is often described by colleagues as a Swiss Army knife. She started her career in Accounting and quickly realized her talent for connecting the dots in organizational structure, flow, and productivity which translated to creating optimal efficiency, consistency, and interoperability throughout an organization. As well as having strong critical thinking skills, Jenn is also quite creative and has been able to broaden her experience by moving into the marketing arena where she currently serves Review360 as the product marketing manager along with her operational responsibilities.