1. What characteristics do you associate with a student with an ED?
2. What disorders do you think would fall under ED?
3. What is Positive Behavior Support?
4. How is it similar to the Result to Intervention (RTI) model?
5. Based upon the experiences you have had working with students with an ED, describe the issues you encountered and strategies used
The characteristics I often associate with a student with ED are: disruptive, lacks ability to focus, sometimes disrespectful, high-maintenance, low-achiever, etc. However, over the past 12 years I have come to see all students fit these characteristics at one time or another. So, now I see ED students as needing more time to complete assignments, more choices to show their understanding, an opportunity to be respected by their peers.
There are many disorders that fall under ED. I have had students with ADD/ADHD, traumatic brain injuries, anxiety disorders, Tourette's, non-verbal communication disorder, dyslexia, hearing impairments, Downs Syndrome, etc. It seems the longer I teach, the more I see students with ED. This has been good for me as a teacher so that I could learn to meet the needs of these unique and special students.
Positive Behavior Support is a function-based approach to eliminate challenging behaviors and replace them with positive social skills. According to IDEA '97, PBS is the recommended ...
A discussion of Positive Behavior Support and Result to Intervention model is provided.