Comparison of Discipline Referrals for Students With Emotional/Behavioral Disorders Under Differing Instructional Arrangements

2004 ◽  
Vol 48 (4) ◽  
pp. 30-33 ◽  
Author(s):  
Tandra Tyler-Wood ◽  
Maria Victoria Perez Cereijo ◽  
Jane B. Pemberton
Keyword(s):  
Behavioral Disorders ◽  
Discipline Referrals ◽  
Emotional Behavioral Disorders

The Use of the Concrete-representational-abstract (CRA) Sequence to Improve Mathematical Outcomes for Elementary Students with Emotional Behavioral Disorders

2021 ◽  
Author(s):  
Margaret M Flores ◽  
Vanessa M Hinton
Keyword(s):  
Elementary Students ◽  
Behavioral Disorders ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Emotional Behavioral Disorders ◽  
Teaching Mathematics ◽  
Teaching Sequence ◽  
Positive Effects ◽  
Students With Ebd

The concrete-representational-abstract (CRA) sequence is an explicit methodology for teaching mathematics that has been shown to have positive effects for students with EBD. This teaching sequence fosters conceptual understanding and mathematical thinking. This article describes how a teacher used explicit CRA instruction with two elementary students with EBD. Its aims are to describe and provide rationale for CRA instruction. We will describe lesson activities, methods, materials, and procedures. Finally, we will offer suggestions for implementation.

Pragmatic Language Intervention for Children with Language and Emotional/Behavioral Disorders

2001 ◽  
Vol 23 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Yvette D. Hyter ◽  
Diana L. Rogers-Adkinson ◽  
Trisha L. Self ◽  
Brande Friederich Simmons ◽  
Jennifer Jantz
Keyword(s):  
Behavioral Disorders ◽  
Language Intervention ◽  
Emotional Behavioral Disorders ◽  
Pragmatic Language

A Critical Analysis of Functional Assessment: Issues for Researchers and Practitioners

1996 ◽  
Vol 22 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Robert A. Gable
Keyword(s):  
Behavioral Disorders ◽  
Functional Assessment ◽  
Critical Analysis ◽  
Analytical Approach ◽  
Treatment Decisions ◽  
Emotional Behavioral Disorders ◽  
Target Behavior ◽  
Behavior Strategies ◽  
The Relationship ◽  
Direct Measures

This article addresses the use of an analytical approach to making treatment decisions known as functional assessment. The usefulness of functional assessment with students with emotional/behavioral disorders is predicated on the assumption that the effectiveness of treatment increases if it matches the function of the target behavior(s). Discussion covers both indirect and direct measures of the relationship between the target behavior and variables that may be maintaining the behavior. Strategies for selecting and verifying hypothesis-driven treatment decisions are presented. In that the accumulated research has failed to dislodge some stumbling blocks to the use of functional assessment, several methodological solutions are offered for researchers and practitioners.

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