Teaching in a Special Education Classroom

A Step-by-Step Guide for Educators

Roger Pierangelo, George Giuliani

• Publisher: Skyhorse
• Year: 2018
• ISBN:
  9781634507196
• Topic: Education
• Subtopic: Inclusive Education

Designed for professionals working in a resource room, self-contained special class, or inclusive setting, this step-by-step guide helps new teachers in special education get their careers off to a positive start and offers experienced teachers supportive information to help improve classroom practice.Special education experts Roger Pierangelo and George Giuliani review all aspects of special education teaching, from how to get to know your students before school starts to writing end-of-the-year reports. Teaching in a Special Education Classroom offers straightforward advice to make the school year more productive for you and your students.

Step VII

Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students With Emotional and/or Behavioral Disorders

Instructional Interventions for Active Noncompliance

Examples of Behavior

• Actively refuses to follow directions (e.g., “no” or “I won’t”).

• Acts bored (e.g., “This is dumb” or rolls eyes).

• Assignments not finished.

• Makes comments or walks away, even leaves room.

• Poor work quality (e.g., messy, carelessly done).

• Spends lots of time looking for work or materials.

• Stalls or dawdles.

Desired Alternative Behavior(s)

• Asks for clarification if doesn’t understand the task (e.g., by raising hand, waiting for teacher to finish speaking).

• Begins work within ___ minutes (or seconds) (e.g., gets materials out, opens books, begins task).

• Completes work neatly (e.g., handwriting is legible, paper is not wrinkled or smudged).

• Follows directions within ___ minutes (or seconds) without arguing or talking back.

• Shows good effort by having materials ready, beginning task within ___ minutes/seconds, attempting difficult tasks.

• Waits for turn to speak by raising hand, waiting for teacher acknowledgment.

General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)

• Ask yourself what the bottom line issue is. For example, if it’s getting the assignment done, then perhaps reinforce getting it done and work on neatness as the next step.

• Be gentle when cueing, correcting, redirecting, etc. The goal is to connect with, not push, the student further away.

• Break multistep activities into smaller steps, providing feedback and reinforcement along the way. Break long-term assignments into smaller, short-term tasks.

• Have clear expectations, allow student input, and review them periodically.

• Offer choices in tasks and assignments, allowing the student to focus on his or her strengths and interests.

• Seat the student near the teacher, away from distractions, etc.

• Teach expectations and classroom procedures.

• Teach organizational skills and time management.

• Teach students problem-solving skills and decision-making skills.

Instructional Interventions for Attendance Problems

Examples of Behavior

• Gets far behind in schoolwork and gives up, cannot participate in ongoing class activities, and/or cannot reasonably catch up.

• Misses the whole class or day.

• Has poor or inconsistent attendance, even if excused.

• Is regularly late for class.

• Skips class but doesn’t leave the school campus.

Desired Alternative Behavior(s)

• Attends school regularly (each class, entire day).

• Is on time to class (define: in seat when bell rings? In room when bell rings?).

• Completes makeup work.

• Is on time for class and ready to work (has necessary materials).

General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)

• Enact a short-term intervention where the student’s attendance is checked daily for some period of time (two or three weeks) and attendance is reinforced and rewarded. After that period, look at whether attendance has improved (so perhaps you can back off and only check weekly or every three or four days), stayed the same (maybe try it another week), or not improved and perhaps gotten worse (in which case it may be “back to the drawing board”).

• Anticipate lateness: seat the student near the door and have work on the desk and ready if/when the student arrives.

• Consider whether the school wants to have a consistent definition of on time so that it is the same for all.

• Contract for work based on amount of work to be completed rather than time limits.

• Depending on the underlying issues, refer the student to the guidance counselor, school social worker, or school psychologist. Also, could any community agencies be of help?

• Double up (spend more time on fewer subject areas) so that student can salvage something for the grading period.

• Have a plan for the student to make up the work (doing independent study, demonstrating mastery rather than turning in every assignment, etc.). Keep from overwhelming the student.

• Have a task to be done as soon as students enter the room—it gives you time to set up, take attendance, and do other housekeeping chores but keeps them busy. The task can be a review of yesterday’s lesson, a lead-in for today, journaling, creative writing, current events, etc.

• Involve the school nurse to make sure the student has no serious health issues.

• Make sure the student knows what on time means, and make sure student knows this for all classes.

• Provide a program that is motivating and reinforcing to the student, especially initially. Start with classes in which the student has skill or enjoys and build from there.

• Provide an alarm clock or give a wake-up call to the student.

• Reinforce progress, not just perfection.

• Reinforce the desired behavior.

• The school may not be able to do this alone. Could other agencies, programs, or individuals be involved?

• Implement service learning. Note that while the activity may be fun for the student (and not a “punishment” or negative consequence), the goal is to connect the student with the schools and/or peers. Punishment makes the least sense in these instances.

• Implement truancy abatement programs, such as providing a “neutral site” program where students can catch up with work, deal with issues, and have some support for returning to school. Some communities have worked with the Boys/Girls Club to establish such programs, and they are often cooperative efforts among the school district, social services, and the club. Students may be brought to the site by the police or parents rather than being returned to the school building.

• Try to “prime” success for the students when they return to school or attend. Make sure the first tasks are motivating and successful for them so that they feel competent and motivated to continue to attend.

• Use homework for bonus point for all kids.

• Work with the student to find afterschool or partial-day employment if money is an issue; find ways for student to “earn” needed or desired items.

Instructional Interventions for Difficulty With Transitions

Examples of Behavior

• Actively resists activity change by having a tantrum, pushing, shoving, acting out, or verbal aggression.

• Has difficulty moving from one place or activity to another.

• Has difficulty starting and/or stopping an activity.

• Has difficulty with changes of routine (e.g., substitute teacher, fire drills, assemblies, shortened days due to weather or inservice times).

• Refuses to stop an activity, especially after being directed to do so.

Desired Alternative Behavior(s)

• Demonstrates organizational skills (e.g., prioritizes tasks, can leave tasks unfinished and return ...

Table of contents

• Cover
• Dedication
• Title Page
• Copyright
• Contents
• Preface
• Acknowledgments
• About the Authors
• Step I. What to Do Before the School Term Begins: Getting to Know Your Students
• Step II. Designing and Setting Up Your Classroom
• Step III. Meeting With Parents and Staff Members
• Step IV. Factors Affecting Curriculum Performance for Students With Special Needs
• Step V. Adapting the Curriculum for Students With Special Needs
• Step VI. Classroom Management of Children With Specific Disabilities
• Step VII. Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students With Emotional and/or Behavioral Disorders
• Step VIII. Understanding Grading Options for Students With Special Needs
• Step IX. Developing Cooperative Educational Plans for Your Students
• Step X. End-of-School-Year Responsibilities
• Glossary
• References
• Index