Jones, V., Greenwood, A., & Dunn, C. (2016). Effective supports for students with emotional and behavioral disorders. New York, NY: Pearson.
Chapter 8: “Developing an Effective Program for Students Identified as EBD”
*I dont have the book*
Topic: Effective School Programs
Sometimes students need to have their needs met in a self-contained program designed for students identified with emotional and behavior disturbances under the Individuals with Disabilities Education Act (IDEA). As a teacher, it is important to understand the components of an effective program, as well as how to review a program to determine its effectiveness.
Identify three of the twelve components of an effective program that you believe should be top priorities in a self-contained program in a school where you would likely teach.
Provide a rationale for each of the components you selected and explain how they would support the needs of students with EBD in a self-contained classroom.
Identify 1–2 components of support programs that you understand and would be comfortable assessing in a program review at your school. On the flip side, identify 1–2 components that you would need to learn more about before you would be able to participate in program review.
Comments from Customer
Discipline: teaching students with behavioral disorders
Identify 1–2 components of support programs that you understand and would be comfortable assessing in a program review at your school.
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