41. Archbold Northside provides an ideal setting in which to teach fundamental values The holistic treatmentof adolescent emotional, mental and behavioral disorders is most http://www.archbold.org/ArchboldServices/northsideadolescemotbehavioralservices.

Search Advanced Search Archbold Northside Adolescent Emotional And Behavioral Services Being an adolescent is a stressful and confusing time. Physical, mental and emotional changes occur rapidly, giving rise to questions that have no easy or immediate answers. Making mistakes and experiencing pain, disappointment or anger are all necessary parts of an adolescent’s development. Adolescents challenge various norms and values; however, if these behaviors or emotional responses become extreme and are clearly outside age-appropriate norms, professional treatment may be necessary. The Adolescent Inpatient Program at Archbold Northside is dedicated to the treatment of adolescent emotional, mental and behavioral problems. These include, but are not limited to, depression, post-traumatic stress disorders, eating disorders, behavioral disorders and anxiety. In treating adolescents with these disorders, we believe that a holistic approach to the healing process is fundamental. Not only is it necessary to promote the health of the mind but of the body and spirit as well. Interdisciplinary Team Approach The Adolescent Program at Archbold Northside is staffed by an interdisciplinary treatment team consisting of board-certified psychiatrists, licensed psychologists, social workers, therapists, certified teachers, nurses, psychiatric technicians, therapy assistants, dietitians, pharmacists and activity therapists. These professionals work together to develop a comprehensive and holistic treatment plan for each adolescent.

42. Student Collaboration In Context The use of genograms with students with emotional/behavioral disorders. School,For three semesters, Claudia and I collaborated to teach CI 473/673 http://unr.edu/homepage/cheney/evidence files/std 7/students.html

Collaboration with Students I have had the opportunity to work with many excellent students, several of whom have achieved leadership positions within the state and region. For example, over ten students who completed preservice courses with me have become principals or assistant principals in local school districts. At least six former students have taken central administrative positions in school districts or with the state. I have collaborated with teachers and with students in publications and presentations at professional conferences. Selected collaborative activities include the following: Linda Everson, Masters Degree student (presentations) "Full Inclusion of Students with Emotional/Behavioral Disorders in a Small Rural School District." Paper presented at the Inclusion Conference, Merced, CA. October, 1993. "Including Students with Emotional/Behavioral Disorders: Implementation in a Small Rural School District." Presentation at the TECBD National Conference on Severe Behavior Disorders of Children and Youth. Tempe, AZ. November, 1993. Susan Frank

43. Hope College Office Of The Provost to teach undergraduate courses in Special Education with a particular focus on preparingfuture teachers to work with emotional or behavioral disorders, and to http://www.hope.edu/admin/provost/openposition.html

hope home page about hope contact hope about holland ... campus hospitality HOPE COLLEGE OPEN POSITIONS FOR 2003-2004 BEGINNING AUGUST 2003 ART: Assistant Professor. Primary responsibilities include painting, drawing and 2-D. Others could include contemporary seminars, digital imaging, and interdisciplinary courses. Strong leadership abilities are desirable. College or University level teaching experience preferred. MFA or equivalent required. Application deadline: January 31, 2003.(Billy Mayer, mayer@hope.edu LIBRARY: Humanities Instruction/Reference Librarian Faculty status with rank of Assistant Professor - see http://www.hope.edu/lib/job for further information. NURSING: Three positions: . Rank open. Primary responsibilities include theory and clinical teaching and research, including projects with undergraduate students. Doctorate in Nursing or related field required for tenure-track position. Candidates with M.S.N. will be considered for term position. (Debra Sietsema, sietsema@hope.edu

44. Learning Disabilities OnLine: LD In-Depth: Social Skills Information How parents can teach their children social skills in Contemporary InterdisciplinaryInterventions for Children with emotional/behavioral disorders This article http://www.ldonline.org/ld_indepth/social_skills/soc-skills.html

Weak, under- developed social skills can be the most devastating of all the characteristics of a child or adolescent with learning disabilities. Fortunately, here's some wonderful advice from experts in the field as well as articles to enhance the understanding of this critically important issue for parents and educators. To visit other areas of LD In Depth select a topic from the list below and click GO Select a Topic Abilities ADD / ADHD Adult Issues Assessment Behavior / Discipline Bilingual / LD Early Identification Family Relationships Foreign Language Acquisition Gifted / LD Glossaries I.E.P. LD In-General Math Skills Nonverbal Paraprofessionals Parenting Postsecondary Education Processing Deficits Reading Research Digest Self-Esteem Social Skills Special Education / IDEA 97 Summer Programs Teaching Technology Transition Writing The Coordinated Campaign for LD The National Joint Committee on LD For Starters: Desktop Guide to Good Juvenile Probation Practice - Chapter 11: Special Populations (PDF - 29 pages) Ten Ways We Distort Our Thoughts - Cheryl K. Iannucci

45. Developmental Therapy - Teaching Programs: Outreach There are children with learning disabilities, emotional/behavioral disorders, developmentaldelays, hearing that we need to change the way we teach a large http://www.uga.edu/dttp/forum/forum.html

Susan Allan Galis speaks on... ...what we can do as educators to support the needs of students. What do we really believe youngsters need? All youngsters need to belong. All youngsters need to master skills. All youngsters need to develop independence. All youngsters need to become, caring altruistic and generous From: Psychoeducation: An Idea Whose Time has Come As educators, it is sometimes the easiest task to focus on the mastery of skills. We have tools for measuring the mastering of skills. These tools include standardized tests, IEPs, grades, report cards, etc. These tools can be valuable for making decisions about students' educational programs as well as overall program goals. However, we are measuring student achievement and therefore teacher competency with evaluations, such as the Iowa Test of Basic Skills (ITBS). Politicians and lay persons compare classes, schools and school districts with these scores. It is similar to someone going to a physician and after being weighed, given a clean bill of health or being given a poor prognosis. Obviously other factors have to be considered, such as height, age, blood pressure, cholesterol levels, and family history just to begin. We need to step back and look at our goals for education and prioritize the skills that students need to master. It is mandated that students with disabilities will participate in the general curriculum to the greatest extent possible. If we agree that the concept of least restrictive environment is valid (philosophically and/or legally), we must provide support for regular educators. We are asking classroom teachers to perform nothing short of major miracles. We will put 25 - 30 children in their classrooms. The IQs of these students may range from 50 to 150. There are children with learning disabilities, emotional/behavioral disorders, developmental delays, hearing impairments, visual impairments and orthopedic impairments. We expect teachers to meet the needs of all of these students. We will also grade teachers based on the performance of this diverse group on a standardized test. What is wrong with this picture?

46. Courses.html values for successful teaching of students with emotional and behavioral disorders. Studentslearn to systematically assess, analyze, and teach math skills http://www.registrar.clemson.edu/publicat/catalog/sections/coi/edsp.html

SPECIAL EDUCATION Professor: A. Katsiyannis; Associate Professors: M. J. Hodge, P. M. Stecker; Assistant Professors: R. W. Buford, P. J. Riccomini, D. Zhang ED SP 370, H370 Introduction to Special Education 3(3,0) Survey of students with disabilities and with gifts/talents. Individuals with Disabilities Education Act is emphasized, including general educator's role in serving students with special needs. Characteristics, assessment, and effective instructional procedures for students of varying exceptionalities are addressed. Preq: Minimum grade-point ratio of 2.0. ED SP 371 Characteristics of the Mildly Handicapped 3(3,0) Surveys the characteristics which distinguish the mildly/moderately handicapped from the more severely handicapped. Preq: Minimum grade-point ratio of 2.0. ED SP 372 Characteristics and Identification of and Strategies for Individuals with Learning Disabilities 3(3,0) In-depth coverage of characteristics and identification procedures for individuals with learning disabilities. Effective instructional strategies are addressed. Students participate in field experience throughout the semester. Preq: ED SP 370.

47. Jimmy program for students with emotional/behavioral disorders that encourages It's theemotional/behavioral problems that block the I would like to teach Jimmy in http://interact.uoregon.edu/wrrc/IEP/Jimmy.htm

Jimmy, 12 years old with behavior problems Jimmy is a 12-year-old middle school student. He has experienced significant learning and behavior problems since preschool. Jimmy's parents separated when he was four and he has not seen or heard from his father in seven years. Teachers have described Jimmy as noncompliant, disruptive, inattentive, and aggressive. His achievement tests indicate that he reads above grade level; yet his academic record is below average, probably due to interfering behaviors. He excels in art and has an interest in his Native American heritage. At the end of second grade, Jimmy was referred for evaluation of special education services. A multidisciplinary team determined that he met the criteria for special education services under the category of emotional/behavioral disorder. Jimmy spent his third through sixth grades in self-contained classrooms for students with emotional/behavioral disorders. His behavior improved significantly in this highly structured, individualized setting. The middle school staff is uncertain as to the best educational placement for Jimmy for the coming year. What is the least restrictive environment for this student? Should Jimmy continue in the same program that blends a self-contained approach with the incentive of regular education class participation? Should he be required to stay in the self-contained program without the option to "buy" his way into regular classrooms for awhile? Should the staff recommend that he be placed in an alternative school for awhile? These questions will be addressed during the upcoming IEP meeting. The process will include a functional behavioral assessment and the development of a behavior intervention plan, in compliance with requirements specified in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA).

48. Suggested Readings Related To Behavioral Disabilities In Students Who Are Deaf-I Using an interactive videodisc program to teach social skills to Formerly an instructorwith students with emotional/behavioral disorders at the New Mexico http://clerccenter.gallaudet.edu/InfoToGo/188.html

from the National Deaf Education Network and Clearinghouse Suggested Readings Related To Behavioral Disabilities In Students Who Are Deaf Altshuler, K. 1978. Toward a psychology of deafness. Journal of Communication Disorders, 11, Altshuler, K.Z. 1986. Perceptual handicap and mental illness, with special reference to early profound deafness. The American Journal of Social Psychiatry, VI Altshuler, K.Z., Deming, W.E., Vollenweider, J., Ranier, J.D., Tendler, R. 1976. Impulsivity and early profound deafness: A cross-cultural inquiry. American Annals of the Deaf, 121 Altshuler, K.Z. and Spady, F. 1978. The emotionally disturbed deaf child: A first program of research and therapy. Journal of Communication Disorders, II Arkell, C. 1980. Educational programming for multiply involved deaf students. Volta Review, 81 Psychology in the Schools, 21 Boyechko, V.G. 1992. Suicidal behavior and its correlates among hearing impaired college students. (Doctoral Dissertation University of South Dakota, 1992). Dissertation Abstracts International, 53

49. SPED or other licensed teachers who wish to work toward an endorsement to teach studentswith learning disabilities, emotional/behavioral disorders, or mild mental http://www.lwc.edu/administrative/graduate/Catalog2001/SPED.html

Curriculum and Instruction Specialist Dr. Ruth Meese, Program Coordinator 434.395.2340, rmeese@longwood.lwc.edu The concentration in special education provides strategies for effective teaching of students with learning disabilities, emotional/behavioral disorders, and mild mental retardation. Graduate students learn assessment and diagnosis of students, effective instructional procedures, collaborative techniques, and behavior management strategies. This degree is for special education teachers or other licensed teachers who wish to work toward an endorsement to teach students with learning disabilities, emotional/behavioral disorders, or mild mental retardation. NOTE: Though many courses overlap, this is a different program from the 5-year Liberal Studies undergraduate/graduate special education program and the special NK-12 education initial licensure program PROGRAM REQUIREMENTS EDUC 502 Research Design (3) (Required during the first nine hours) EDUC 547 Instructional Media and Computer Technology in the Classroom (3) EDUC 620 School Law (3) SPED 515 Survey of Exceptional Students (3) SPED 516 Medical and Neurological Problems of Exceptional Students (3) SPED 520 Language Development and Language Disorders (3) SPED 530 Characteristics of Students with Learning Disabilities, Emotional/ Behavioral Disorders, and Mental Retardation (3)

50. SP54099F and curricula for students with learning disabilities, emotional/behavioral disorders,and mental a Curriculum Based Assessment Tool (CBA), teach the skill http://www.lwc.edu/staff/ptarpley/Sp540/SP54001F.htm

51. HOTTEST ITEMS or behavioral disorders Discusses basic information about emotional/behavioral disorders,the types of Series This series of five booklets teach and encourage http://www.pacer.org/publications/hottest.htm

HOTTEST ITEMS P Transition Trek Game An innovative and fun board game that helps youth and young adults plan for life after high school. Players draw cards with questions covering information on planning transition. Six game pieces included. 1996. B A Guidebook for Parents of Children with Emotional or Behavioral Disorders Discusses basic information about emotional/behavioral disorders, the types of professionals who provide mental health services to children and adolescents and how to select one, school-based services, recommended reading, and more. 2001 B FAMILY STRENGTHS Series This series of five booklets teach and encourage parents of young children (birth to age five.) All are simply worded and beautifully illustrated with photos of children and families of various ethnic/cultural groups. 20-25 pages each. 2000. Also available in Spanish, Hmong, and audio. B Parents Can Be the Key This handbook describes basic special education laws and procedures. 2000. B Families are Important: An Early Childhood Guidebook for Families of Young Children Helps families of children with disabilities or delayed development understand Minnesota's early intervention system and how to access services for their child. 2001.

52. PUBLICATIONS Journal of emotional and behavioral disorders, 6(2 May I have your attention please. ),ignore minor misbehaviors ( Concentration game ) and teach on task http://www.uoregon.edu/~ivdb/doc/publications.htm

Publications Publications are Priced as Marked ( Please use attached Material Order Form for requests ) Journal of Behavioral Education, 8 Abstract Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders (pp. 179-197). New York: Oxford University Press. Abstract Journal of Early Intervention, 21 Abstract Behavioral Disorders Abstract Abstract Crisis Prevention and Response: Is Your School Prepared? ERIC/CEM (Clearinghouse on Educational Management) Action Bulletin, College of Education, University of Oregon. This free publication may be obtained from ERIC at: http://eric.uoregon.edu Abstract Teaching Exceptional Children, 30 From Home to School to Juvenile Court: A Social Interactional Model of the Path to Delinquency . Eugene: University of Oregon. ($5.00) Abstract Sprague,J. (2002, March), Getting Effective School Discipline Practices to Scale: B.E.S.T. Practices Staff Development. NASP Communique Abstract The Oregon School Safety Survey . Eugene: University of Oregon. ($2.75) Assessing School Safety in Oregon: How do School Principals Respond?

53. PDP - 2001 Grantees support My Wonderful Dog's commitment to teach children and mission to help Maineteenagers with emotional, behavioral and other development disorders. http://www.planetdog.com/pdp-grantees-2001.asp

2002 Grantees Education: Junior Achievement, of Maine, Inc. www.ja.org PDP awarded a $5,000 grant to the Junior Achievement of Maine, Inc., an organization that educates and inspires young people to value business and entrepreneurship in order to improve the quality of their lives. The PDP grant will support the Volunteer Recruitment Program. Junior Achievement delivers programs to grades K-12, reaching more than 8,800 students in Maine and 3.2 million nationwide. Volunteers throughout the state work with Junior Achievement of Maine, Inc. to find innovative ways to reach young people. Caring corporate citizens educate them about business by bringing them into the business world for hands-on experience. Junior Achievement is about passionate people inspiring kids to learn the economics of life through free enterprise education. Volunteers, at the core of the program, become role models and mentors to many students and present them with varying perspectives and job opportunities to pursue, as they get older. Many of the students in the program are rarely taught or exposed to the idea of diversity and this program aims to broaden their horizons. We selected Junior Achievement, in part, because of their ability to foster interactive learning, their ability to encourage community members to invest in the future of their children, all the while cultivating an environment in which learning is fun and creative.

54. X55syl97 3. Design and implement an instructional sequence to teach a social analysis of classroomvariables for students with emotional and behavioral disorders. http://www.wm.edu/education/Faculty/Korinek/x55.html

COLLEGE OF WILLIAM AND MARY SCHOOL OF EDUCATION Fall, 1997 Education X55 - Teaching Students With Emotional/Behavioral Disorders Mondays, 7:15-9:45, Jones 235 Instructor: Lori Korinek, Ph.D. Office: 225 Jones Hall Phone: 221-2335 email: lakori@facstaff.wm.edu Course Description : This course explores models, programs, and intervention strategies found effective in meeting the educational and related needs of students with emotional, behavioral, and social adjustment problems. Positive interventions and the role of the teacher (in collaboration with parents and other professionals) in designing, delivering, and evaluating services provided in integrated school/community settings is stressed. Course Objectives: Upon completion of this course, students should be able to: 1. Demonstrate knowledge of the major theoretical models for explaining, diagnosing , and managing behavior disorders of children and adolescents. 2. Characterize and critique alternative approaches to intervention by (a) identifying leading proponents, (b) defining specialized terms, (c) describing/ demonstrating relevant techniques, (d) identifying applicable materials and equipment, and (e) citing the advantages and limitations of each approach. 3. Describe specific procedures for organizing a classroom to meet the needs of students with emotional disturbance/behavioral disorders at various age levels, utilizing physical, instructional, and interpersonal resources effectively.

55. St. Cloud State University Bulletins The fifthyear graduate program is designed to prepare individuals to teach K-12students with learning disabilities (LD), emotional/behavioral disorders (E/BD http://bulletin.stcloudstate.edu/gb/programs/sped.asp

Additional Special Education Bulletin Information Special Education (SPED) Graduate Programs Offered through the Department of Special Education in the College of Education A211 Education Building Phone: 320.255.2041 Fax: 320.255.4237 E-mail: mbnoll@stcloudstate.edu Department Coordinator: Dr. Mary Beth Noll Graduate Coordinator: Dr. Mary Beth Noll Graduate Faculty: Hoover, Markell, Noll, Pickle, D. Rogers, C. Ryan, Salk, Steffens, Wellik Program Overview Two graduate programs are available in Special Education: Fifth-Year Program Special Education, Master of Science Fifth-Year Program The fifth-year graduate program is designed to prepare individuals to teach K-12 students with learning disabilities (LD), emotional/behavioral disorders (E/BD) developmental disabilities (DD), and physical/health disabilities (P/HD). An elementary or secondary teaching license is not required to obtain special education teacher licensure at the graduate level. However, an additional 20-21 credits may be required in order to document mastery of core teaching standards. In addition, individuals seeking a Minnesota teaching license for the first time must take the Praxis I Pre-Professional Skills test (PPST) and two Praxis II tests (SPED core and PLT).

56. Devereux: Mission Statement Clearly, it is a critical that teachers are equipped with the skills necessaryto teach and reintegrate students with emotional and behavioral disorders. http://www.devereux.org/site/PageServer?pagename=usi_mission

57. Devereux: Kanner Programs And Services students who have emotional/ behavioral disorders, mental retardation, or dual diagnosis.Serving as primary therapists, the parents teach alternate behaviors http://www.devereux.org/site/PageServer?pagename=kan_services

58. Audiology And Speech Sciences/Faculty/Janet Harrison, Ph.D. Reconfiguring how we teach diagnostics Some Suggested Parameters. of teacher languageuse when instructing children with emotionalbehavioral disorders. http://www.sla.purdue.edu/academic/aus/pages/fac_staff/faculty/harrison.html

Faculty Professional Technical Administrative ... Positions Available Faculty Janet Harrison, Ph.D. Purdue University 1353 Heavilon Hall Office- G41A West Lafayette, IN 47907-1353 Phone: (765) 494-3825 Fax: (765) 494-0771 janeth@purdue.edu M.A. Marshall University, 1977 Ph.D. University of Florida, 1988 Professor Harrison holds the Certificate of Clinical Competence in SLP from the American Speech-Language-Hearing Association, and is licensed to practice SLP in the state of Indiana. Publications: all rights reserved An equal access/equal opportunity university. This site has been developed and is maintained by the Department of Audiology and Speech Sciences. Purdue University, West Lafayette, IN 47907 USA, 765-494-4600

59. Diagnostic Services the children in this program were made for her to teach. According to Marsha, teachingchildren with severe emotional and behavioral disorders is unique. http://www.gpnonline.org/news.htm

60. TEACH\html\Ed Psych\study4 emotional/behavioral disorders The text cites six general dimensions;More common distinction Internalizing vs. externalizing disorders. http://ww2.lafayette.edu/~swiatekm/edpsych/study4.htm

Chapter 4: Learner Differences Intelligence: Some Issues What is intelligence? How many abilities are involved in intelligence? Is intelligence outcome-based or process-based? See text for specific theories Measuring Intelligence The original Binet-Simon Test (1904) First revision: Mental age The Stanford-Binet: Intelligence Quotient (IQ) = (MA/CA) X 100 Deviation IQ Individual vs. group IQ tests IQ as a predictor The nature-nurture issue Ability Differences in the Classroom Between-class ability grouping Within-class ability grouping Heterogeneous grouping Cooperative grouping CreativityDefinitions What is creativity? Is it general or domain-specific? Is it related to intelligence? See text for elements of creativity CreativityAssessment Teachers’ judgments Testsmany emphasize divergent thinking (e.g., paper clip exercise) No current assessment method is very accurate Promoting Creativity: See text Giftedness and Talent No one accepted definition. May include: Intelligence Creativity Motivation Ability to adapt to novelty Ability to profit from experience Some potential problems of gifted individuals: Social isolation Perfectionism Sensitivity No one accepted means of identification. Some include:

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