How does this relate to manifestation issues when a student displays inappropriate behavior?

1. Some emotional and behavioral disabilities result from biological/chemical issues. Others may be the result of traumatic brain injury or other sudden-onset medical issue. Discuss how the two situations are similar in their implications for the classroom and how they may be different for students as they adjust and learn to self-regulate their behaviors and emotions.
2. Consider the differences between behavioral and conduct disorders. Describe each and compare/contrast the needed strategies to address the resulting problem behaviors in the classroom.
3. Reflect on a student you have personally had in your class that exhibited emotional-behavioral disorders. Without including any specific identifiers, describe the student and discuss at least one behavioral objective/goal for this student and the strategies you used to help this student be successful in your classroom.
4. Discuss the role of Response to Intervention (RtI) as it relates to early identification of students with suspected emotional-behavioral disabilities. How might these early identifications aid in the accurate diagnosis of the disability and what are the implications for classroom management strategies?
5. What are the roles of the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) related to the management of students with emotional-behavioral disabilities? How does this relate to manifestation issues when a student displays inappropriate behavior?


 


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