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You are in Category: Working with Students with EBD

Articles in this category:

  Shouldn't students with EBD know how to act in school?  
Not necessarily. Students with EBD need for us to make behavioral expectations clear for them, which often includes modeling and reinforcing appropriate behavior choices. 

  What are some types of EBD?  
Although some types of EBD do not fall under the emotional disturbance definition in the Individuals with Disabilities Education Act (IDEA), there are several types of EBD. They are generally categori...

  What kinds of behaviors have been positively impacted by the Good Behavior Game (GBG) in classrooms?  
Research has shown the GBG to impact a range of behavior types. Problem behaviors such as verbal and physical aggression, noncompliance, oppositional behaviors, hyperactive behaviors, and out-of-seat ...

  What is the main benefit for teachers who use the GBG?  
Teachers who have participated in the GBG have often reported that it fits in with their existing classroom routine, and that they can spend more time teaching and less time redirecting disruptive beh...

  Does peer tutoring work well in large and small classes?  
Yes. Peer tutoring has been effectively implemented in regular, special education, and alternative education settings in classrooms with large (e.g., 28) and small (e.g.., 8) students. 

  Do students always have to take turns during peer tutoring?  
No. Some peer tutoring models like the ClassWide Peer Tutoring (CWPT) model developed at the Juniper Gardens Children’s Project (University of Kansas) use a reciprocal peer tutoring format. That...

  Besides peer tutoring, what other instructional strategies help students with EBD?  
Since many students with EBD have co-occurring reading difficulties, evidence-based reading strategies and interventions can make a significant difference in helping students be successful academicall...

  Can strategies that benefit students with EBD benefit my other students as well?  
Absolutely! Most students benefit from a review of class and school rules, and are responsive to “catching them being good” by acknowledging when they are doing a good job following direct...