Inclusive Instruction for Students with Emotional and Behavioral Disorders: Pulling Back the Curtain
McKenna, J.W. & Adamson, R. (2020). Inclusive Instruction for Students with Emotional and Behavioral Disorders: Pulling Back the Curtain. Lexington Books.
Chapter 15 of this text may help design your new program for the signature assignment. This chapter includes considerations such as using paraeducators, co-teaching models, and collaboration with parents and related service providers.
Special Education Considerations for Multilingual Learners: Delivering a Continuum of Services
Hamayan, E. (2022). Special education considerations for multilingual learners: Delivering a continuum of services. Brookes Publishing.
This ebook, focused on multilingual special education learners, provides many considerations for your final school proposal. You may find Chapter 11, Delivering a Continuum of Services, especially helpful in formatting your plan. Make sure to include the needs of multilingual students with EBD in your plan.
Exploring Directions for Professional Learning to Enhance Behavior Screening Within A Comprehensive, Integrated, Three-Tiered Model of Prevention
Briesch, A. M., Chafouleas, S. M., Iovino, E. A., Abdulkerim, N., Sherod, R. L., Peia Oakes, W., Lane, K. L., Common, E. A., Royer, D. J., & Buckman, M. (2021). Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention. Journal of Positive Behavior Interventions.
Read pp 1-12. The qualitative study of systematic screening for behavior examined the benefits of screening behavior in schools currently implementing Ci3T, a multi-tiered approach to behavior, academics, and social skills. As Ci3T is one of the models you may select for the signature assignment, this research will help you gain a deeper understanding of the model.
Installing and Interconnected Systems Fram-work at the school level: Recommendations and Examples to Guide School Leadership Teams, Practitioners and Coaches, Center on PBIS
Eber, L., Scherder, E., Raulerson, C., Abshier, D., Perales, K., & Weist, M. D. (February 2021). Installing an Interconnected Systems Frame-work at the School Level: Recommendations and Examples to Guide School Leadership Teams, Practitioners and Coaches—center on PBIS, University of Oregon.
This is a downloadable guide to Interconnected Systems Framework (ISF) of mental health and PBIS. Practical strategies such as building family and community partnerships are included. The technical assistance suggestions for coaches and administrators may also be helpful if you select the ISF as your signature assignment prevention model.
CCBD's Position Summary on the Use of Physical Restraint Procedures in Educational Settings
Peterson, R., Kern, L., Mathur, S. R., Albrecht, S., & Council for Children with Behavioral Disorders (CCBD). (2020). CCBD’s Position Summary on the Use of Physical Restraint Procedures in Educational Settings. Behavioral Disorders, 46(1), 54–63.
This document provides policy recommendations from the Council for Children with Behavioral Disorders (CCBD), a division of the Council for Exceptional Children (CEC). Although a policy recommendation by the CEC, this document provides essential background information on types of restraints, including physical, chemical (drugs), and mechanical restraints, that all teachers and school administrators should know.
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