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 of time. Instead of reprimanding these students for...

'Chunking' or breaking the lesson down into smaller, manageable pieces and ensuring that students comprehend these blocks of learning creates more opportunities for positive reinforcement and builds confidence as does having a set routine and minimizing opportunities for stress and chaos to test the children's breaking points.
References

5 tips for handling EBD kids (Emotional Behavior Disorder) in an inclusive classroom. (2013).

Concordia University. Retrieved:

http://education.cu-portland.edu/blog/teaching-strategies/5-tips-for-handling-ebd-kids-emotional-behavior-disorder-in-an-inclusive-classroom/

Joughin, C. (2003). Cognitive behaviour therapy can be effective in managing behavioural problems and conduct disorder in pre-adolescence. What Works for Children

http://www.barnardos.org.uk/cognitive_behaviour_therapy_for_behavioural_problems_and_conduct_disorder_in_pre-adolescence.pdf