Journal

SPE 357 Journal # 1

Kelli Miller

Grand Canyon University: SPE 357

August 27, 2013

SPE 357 Journal # 1

Children with Emotional and Behavioral Disabilities (EBD) often have difficulty in and out of the classroom. These students, whom were once labeled as morons and idiots, are individuals just as the rest of their peers in the classroom. It was once thought that these emotions and behaviors came from where they lived and grew up; but in fact this is far from the truth. The cause is to be considered a combination of causal factors responsible for the emotional and behavioral problems of these types of children. There have been several arguments and debates regarding students with EBD not only within the school system but also within the legislative; leading to this being one of the most underrepresented and underserved populations within special education. “Reasonable estimates for EBD range from 3% to 6% of the national student population.” (GCU, 2013) There are a variety of instruction options for EBD students; some of those include teaching procedures to improve academic and social skills, applying functional behavioral assessment technologies, and providing a variety of services for parents and families. These can all be very helpful in the needs of students with EBD; focusing on academics and social skills that student’s may not receive at home. Academics should include praise, choral responding, fast paced instruction, and immediate feedback. This will allow the teacher to focus on the four attitudes of science: “(a) empiricism, (b) parsimony (i.e., focusing on simpler, logical explanations for things first instead of tackling more complex or abstract explanations), (c) philosophic doubt (i.e., asking to see the supporting evidence or data before adopting a practice), and (d) scientific manipulation (i.e., experimenting with variables to see which ones have control over positive outcomes).” (GCU, 2013) By focusing on these four attitudes, it prevents...