EBD Reflective Evaluation Implementing Effective

EBD Reflective evaluation Implementing effective strategies: Students with EBD (emotional and behavioral disorder) the characteristics of students classified as having EBD (emotional and behavioral disorders) run a wide gamut, spanning from children with profound challenges that make it very difficult for them to participate in the everyday life of a classroom to high-functioning students with Asperger's syndrome who have difficulty with social interactions but not with academics.

Regardless, there are certain basic strategies that teachers can employ to make the instruction of children with EBD more effective and less stressful for both the teacher and the students. The first is very simple: be clear when giving directions and setting objectives for students. Rules that are long and difficult to remember are not useful; also, it is very easy for the teacher to 'forget' one and seem to contradict herself. Have several basic guidelines and stick to them: also, these rules must be administered fairly and equally.

"To ensure that you are treating all of your students in a consistently fair manner, make sure you don't bend your established rules for any student. Enforce the expected consequences every time, with every student" (5 tips, 2013 Concordia). Often, students with EBD feel that they are 'singled out' for punishment versus 'normal' students, and teachers must strive to maintain an image of fairness.

One of the most effective strategies to deal with students who have challenges is CBI (cognitive behavioral intervention) which focuses on rewarding positive behaviors and changing negative thought processes. The teacher and student set mutual, agreed-upon goals for the student to achieve. Students feel empowered by having an active role in setting standards for themselves in the classroom.

Students are encouraged to monitor and assess their own behaviors against the standard that has been set and to grow more mindful about why they behave the way they do and the likely positive or negative consequences. For children with anger control and social issues, the discussion centers on "modifying and expanding the child's interpersonal appraisal processes so that they develop a more sophisticated understanding of beliefs and desires in others, as well as improving the child's capacity to regulate his or her own emotional response" (Joughin 2003:2).

CBI is not a simple 'rewards-based' program, but encourages students to adopt more effective coping strategies. Negative self-esteem as well as 'acting out' can be addressed by CBI as the teacher helps the child work through negative self-talk and encourages rational and realistic positive self-talk. Rather than thinking 'I am a bad person,' children are encouraged to engage in effective problem-solving approaches. "A basic ingredient in CBT with children is problem-solving.

Problem-solving skills training attempts to remedy the deficits in cognitive problem-solving processing abilities" which can lead to social difficulties (Joughin 2003:2). However, while the student needs to be 'on board' in terms of the changes that are being fostered, is also important that the teacher does not 'set' the children up for failure and structures the day with an understanding of the children's capacities. "A lot of EBD kids lack the emotional balance and maturity needed to remain focused and on-task for long periods.