InTASC Standard #1: Learner Development

1
Danielle Ruff

Child Study
Reading the Research

Conroy, M.A., & Sutherland, K. S. (2012). Effective teachers for students with emotional/
behavioral disorders: active ingredients leading to positive teacher and student outcomes.
Effective Teachers For Students With Emotional/Behavioral Disorders, 22(1), 1-9.
Retrieved from http://proxy-tu.researchport.umd.edu/login?
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This article discusses strategies to use in the classroom to reinforce positive behavior for
students with emotional and behavioral disorder (EBD). The article looks at two different
teachers and how they manage their classroom with a particular student with an emotional and
behavioral disorder. The first teacher Ms. Jack, struggles with classroom management and
spends most of the classroom addressing unwanted behaviors. They discuss a negative cycle of
interaction between the student Scotty, with an EBD and Ms. Jack. Scotty is then transferred to
another teacher Ms. Robertson. Ms. Robertson minimizes the attention to unwanted behaviors
and focuses more on providing engaging activities and recognizing positive behavior. This article
specifically addresses the importance of engaging the student in the material presented and
focusing on the positive behaviors and rewarding them appropriately.

Reagan, K. S., (2009). Improving the way we think about students with emotional and/or
behavioral disorders. Teaching Exceptional Children, 41(5), 60-65. Retrieved from
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InTASC Standard #1: Learner Development

The article discusses strategies for teachers to create a positive learning environment. Having a
positive learning environment is essential for students with an EBD because those students in
particular need to feel welcome as well as comfortable in their environment to prevent unwanted
behaviors. The article also discusses the four considerations that teachers need to have in regards
to improving the way they view students with EDB. These considerations are, reflection,
relationships, roles and resources.(CITATION pg. 61). Teachers that have students with EBD
need to reflect upon there own behaviors and reactions to the student in order to assess if they are
aiding towards unwanted behavior (Citation). The next consideration is relationships, where the
teacher has to build trust with a student who has an EBD. The student in the past may have been
rejected by peers because of their behaviors, so it essential that the teacher builds a foundation of
trust with the student. The relationship should also be positive as a source of positive energy for
that student to increase wanted behaviors. The role of the teacher and the student is the next
consideration. Expectations of the student with an EBD should be clearly stated so the student is
aware of the expectations. For example, the teacher should verbally state as well as display the
class schedule or agenda and explain expectations for each activity and refer back to the agenda
throughout the lesson. The student with the EBD will know what to expect for that day to
minimize disruptions as the teacher is transitioning to different activities. The final consideration
is the resources. The teacher should take into consideration student interest when planning and
implementing activities and finding classroom resources that relate to the students interest. The
teacher will also need appropriately modify lessons for the student so the student can receive
material in a way they can understand it as well as learn from it. When the student with the EBD
is engaged in the lesson, behavioral disruptions are less likely to occur and the student will be
able to successfully learn the material.

InTASC Standard #1: Learner Development

Reflection
During my middle school rotation at Magnolia Middle, I had to opportunity to learn
about a particular student in the 7th grade. The student was chosen for this study based on several
observations of which, I was able to determine that the student has atypical behaviors in the
classroom. The student was observed in three classroom settings, twice in my mentors class and
once in a class other than my mentors. The student was also observed at the school band,
chorus, and orchestra concert. It was important to learn about the student through observations
however, to gain background knowledge on the student and their past experiences, I also viewed
and took note of the students cumulative file. In order to maintain confidentiality of the student,
the student will be addressed under the name of Oscar for this reflection.
The first time I was able to observe Oscar was in my mentors class. My mentor teacher
was giving verbal directions to the class and meanwhile, Oscar was loudly scribbling on his
paper to the point where my mentor had to pause the instruction in order to address the behavior.
Throughout that particular class, Oscar laid his head on the desk, refused to complete his work,
and scribbled all over his worksheet. The next time I was able to observe Oscar, he was more
focused and on task however, he would take frequent breaks from completing the worksheet and
doodled on his paper. Also within these observations Oscar did not participate in class discussion
and also did not volunteer to answer any questions.
While I was observing the student, I noticed that my mentor did not verbally address
Oscars behaviors besides the one instance where he was scribbling very loudly. After class, I
had a discussion with my mentor about Oscar. My mentor informed me that Oscar is a very
intelligent student but does not always complete his work and has a history of aggressive

InTASC Standard #1: Learner Development

behaviors. My mentor also advised to me that we should just let him be, in which later I found
out is actually a part of his Behavioral Intervention Plan. I was able to find out more information
about Oscar by talking with the seventh grade guidance counselor. The guidance counselor told
me that Oscar has an IEP and a behavior intervention plan (BIP). The BIP was created for Oscar
as a safety plan and a guide for interventions if an incident were to occur, or if there are warning
signs before an incident. The plan gives guidance and instructions on how to deal with a situation
involving Oscar, who to call or contact, and when. The IEP is not necessarily for academic
reasons, but rather for behavioral interventions. The guidance counselor told me that Oscar had a
history of punching other students, throwing desks, disrespecting teachers and administrators,
and bickering with other students in elementary school. Upon his arrival at Magnolia, the
guidance counselor said they reviewed his cumulative file and were already preparing for his
entrance into the sixth grade. However, Oscar has not experienced any significantly severe
incidents at Magnolia, as he did in elementary school. In regards to the guidance counselors
thoughts on Oscars social, emotional, and cognitive needs, the guidance counselor recommends
that he receives counseling if he is not already doing so. She also thinks that Oscar needs a
mentor because she believes he would benefit from a positive relationship with an adult where he
feels comfortable opening up and communicating. Oscar is very shy, does not have many friends,
struggles with opening up even to the guidance counselor, and does not interact too often with
peers. . She mentioned that whenever she sees Oscar, he often looks tired and possibly suffering
from a lack of sleep, which was concerning to her.
From my fist time observing Oscar, to my most recent observations there was a change in
his behavior. As I mentioned earlier, during my first observation Oscar was scribbling loudly and
hardly on task completing work. But most recently Oscar was participating more and was

InTASC Standard #1: Learner Development

volunteering to come up to the board and answer questions during a clad review for the test.
Oscar was very engaged in the review and answered all the questions correctly. He even raised
his hand just about every time to answer a review question. After students completed the class
review activity they worked on an individual assignment. During this time my mentor
approached Oscar had his seat and told him that he did awesome today, keep it up and then gave
him some candy. Oscar was the only student she gave that kind of feedback for in class that day.
I agreed that Oscar deserved that kind of recognition that day, and I have seen him continue to
participate and complete most of his work since that day. Oscar still has moments of laying his
head down and doodling, but those are minor behaviors that can be disregarded when looking at
the bigger picture of Oscars change in behavior.
In regards to future instruction relating to Oscar, I could use information from both my
observations as well as research to plan activities that encourage positive behavior for Oscar.
Since Oscar excelled in the review game activity, I might try to plan activities that are similar
where the student can display his mastery of knowledge. I may want to consider providing
slightly challenging activities for Oscar where he can showcase his abilities. Another tool to use
is when reviewing material; the students compete in a race to see who answers the most
questions right using the App Socrative. As the teacher, it would be essential for me continue to
observe this student and collect data on student performance through formative tests to see if the
instructional tools provided were successful in helping the student grow and learn. Oscar is a
very intelligent student that needs a positive role model and a positive learning environment.