Emotional Behavior Disorder (EBD)

Michelle L. Rochel

Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards Three and Five

EDUW 694 Classroom Environment

Instructor: Catherine Anderson

December 1, 2017

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 Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard #3: Teachers understand that children learn

differently.

The teacher understands how pupils differ in their approaches to learning and the barriers that

impede learning and can adapt instruction to meet the diverse needs of pupils, including those

with disabilities and exceptionalities

Knowledge

The teacher understands and can provide adaptations for areas of exceptionality in learning,

including learning disabilities, visual and perceptual difficulties, and special physical or mental

challenges.

Dispositions

The teacher appreciates and values human diversity, shows respect for students’ varied talents

and perspectives, and is committed to the pursuit of individually configured excellence.

Performances

The teacher uses teaching approaches that are sensitive to the multiple experiences of learners

and that address different learning and performance modes.

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 Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard #5: Teachers know how to manage a classroom.

The teacher uses an understanding of individual and group motivation and behavior to create a

learning environment that encourages positive social interaction, active engagement in learning,

and self-motivation.

Knowledge

The teacher understands the principles of effective classroom management and can use a range

of strategies to promote positive relationships, cooperation, and purposeful learning in the

classroom.

Dispositions

The teacher is committed to the continuous development of individual students’ abilities and

considers how different motivational strategies are likely to encourage this development for each

student.

Performances

The teacher organizes, allocates, and manages the resources of time, space, activities, and

attention to provide active and equitable engagement of students in productive tasks.

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 Danielson Framework for Teaching

Domain 2: The Classroom Environment

The Classroom Environment: Effective teachers organize their classrooms so that

students can learn. They maximize instructional time and foster interactions with and among

students, ensuring that students find the classroom a safe place to take intellectual risks. Students

themselves make a substantive contribution to the effective functioning of the class by assisting

with classroom procedures, ensuring effective use of physical space, and supporting the learning

of classmates. Students and teachers work in ways that demonstrate their belief that hard work

will result in higher levels of learning. Student behavior is consistently, appropriate, and the

teacher’s handling of infractions is subtle, preventive, and respectful of students’ dignity.

Component

Component 2d: Managing Student Behavior

Element

Monitoring misbehavior

Response to misbehavior

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 Pre-Assessment

Self-Reflection Assessment of Classroom Environment Related to WTS 3&5

St. Anne Catholic School is a private Pre-Kindergarten through eighth grade school

located in rural Somerset, Wisconsin. Our total enrollment consists of 119 students. 2.5% of

student population is African American, 1.6% of student population is Mexican American, and

1.6% of student population is Filipino. 5% of the student population participates in the free lunch

program. Our NWEA/MAPS test scores exceed the national scores in the math, reading, and

language usage. These tests are administered to second through eighth grade students. Class sizes

range from 7 to 17 and we have one classroom per grade. Of the 119 students enrolled at St.

Anne’s, the middle school has a population of 51 students St. Anne’s follows the mission

statement of being grounded in faith and values, being well prepared academically, and being

ready to further serve and lead.

Our middle school hosts grades five through eight. The fifth grade class has 16 students

(6 female, 10 male with ages ranging from 10 -12). The sixth grade class has 9 students (6

female, 3 male with ages ranging from 11-12). The seventh grade class has 17 students (11

female, 6 male with ages ranging from 12-13). Our eighth grade class has 9 students (3 female, 6

male with ages ranging from 13-14). Due to tracking our math program, we have three mixed

classes of students. Two classes are a mix of fifth through eighth graders and one class is made

of seventh and eighth grade students. These mixed classes meet for one section of language arts,

math, and science. Currently, I teach middle school science at St. Anne Catholic School.

The fifth grade class, overall, is immature. Each student brings special gifts to the

classroom, but egocentric in their development. This class often misses directions due to the fact

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they were visiting with their neighbor and not listening. One fifth grader has an Individualized

Service Plan (ISP) and is working at the third grade level. This student does extremely well if

able to verbalize his thoughts. He needs many breaks and becomes off task quickly. This student

is open to asking for help and wants to do well. One fifth grader was referred for speech,

qualified for services, but our allocated special education funds had already been used so

services could not be provided from the public school. Two students show characteristics of

Attention Deficit Hyperactivity Disorder (ADHD), but no clinical diagnoses. One student takes a

long time to process material, but does not ask any questions for clarification or better

understanding. One student has difficulty completing assignments and staying organized. His

personal background includes he has been adopted and is of African American ethnicity. This

class reminds you of a litter of puppies. They have positive energy, love to wiggle, love to

please, and thrive off of receiving positive affirmations.

The sixth grade class has a range of abilities as well. One student was home-schooled

until the middle of third grade. He was behind in all his learning. It was recommended to have

this student repeat third grade to continue learning the necessary grade level skills. Another

student does her assignments when it is convenient in her schedule. I have observed her pleasant

attitude towards me and she is extremely helpful in my classroom. She is also adopted and of

African American ethnicity.

Our new student came to us from the public school hoping to have a fresh start in a new

environment. He had an extensive Individualized Education Plan (IEP) based on behavior

concerns including ADHD and Emotional Behavior Disorder (EBD). We were to meet with the

special education team to revise the plan into a service plan, but the night before the meeting, the

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parents revoked consent to accept any special education services. This student has been known to

throw chairs, leave classrooms when he is not interested in what is being taught, hit his head

when he becomes frustrated, and walk out of the building. This student is capable of doing the

work, but you must chunk the assignments into small increments and provide many breaks. One

needs to be watching him at all times to ensure he is staying focused and on task. One student

left St. Anne’s in the fifth grade to attend the public school. At the end of the year, the student

requested a meeting with the principal of the many reasons she wanted to return to St. Anne’s for

sixth grade. She loves learning and enjoys school.

The seventh grade class is a unique class. This class is a very studious class, loves

learning each and every day, and brings sunshine wherever they go. Almost all of this class has

been on the A or B honor roll every trimester since they have been in fifth grade. This class

learns best with hands-on activities and projects. This class watches out for their classmates and

openly accepts others.

One of the students came to St. Anne’s in her sixth grade year. She had repeated fifth

grade in another school and is still academically behind in most of her learning. Mom has

refused any type of referral process and believes her child to be lazy and not willing to work.

This student works best “under the radar” and does not draw attention to herself. She has,

however, started to ask questions to help better understand difficult concepts in my science class.

One student is an over achiever and strives for perfection. She induces an unhealthy stress upon

herself in being perfect with no room for personal error. When she does not understand a concept

she will begin to ask questions, but then becomes resistant when others attempt to explain the

material to her in a different way. One student is hearing impaired and has used an FM system to

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assist in his hearing and learning. He no longer uses the FM system as his hearing significantly

changed over the last year. He relies on his dominant ear when not using any hearing aids. This

student is exhausted by the end of the day from working so hard to listen. Currently, this student

is using a new system to see if it will meet his academic and hearing needs. He does not like to

wear his hearing aids at school and has a difficult time asking for help or clarification. He takes a

great deal of time to process his thoughts, so there are times when he needs additional time to

complete assignments to avoid exhibiting anxiety.

The eighth grade class is a class with a range of abilities. One of our eighth grade

students has been diagnosed with Educational Autism/Emotional Behavior Disability and has a

504 plan in place. Although performing at grade level, this student often struggles in the

classroom when he/she is having a difficult day. Another eighth grade student is on the Autistic

spectrum. This student could also be labeled as gifted and talented. A different eighth grade

student is performing at a beginning fifth grade level, as he has been diagnosed with Language

Processing Disorder (LPD) and is currently on an Individualized Service Plan. One eighth grade

student is more than able to perform at or above ability, but does the bare minimum (when

assignments are completed). Some of my students are academically talented, with one student’s

parents recently discussing the option of skipping the seventh grade year.

St. Anne Catholic School does not have a designated special education program. If we

need additional resources, I often contact our district school psychologist. She has been

incredible in providing resources and various strategies to assist with my requests. She is my

contact person we use in the event we need to begin a referral process.

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 I am in charge of creating the middle school schedule. It includes all core classes as well

as specialists' schedules. As a leader, it is important for me have a full understanding of

advocating for an instructional program conducive to pupil learning. We have part-time as well

as full-time teachers in the middle school. I had to select certain classes to be taught only in the

mornings and where specialists could be placed. I had to take into account when the computer

lab was unavailable and when we could schedule laptops into classroom. I also had to have a

specific arrangement for the class immediately following lunch to comply with teacher contract

times.

It is important to note I share my classroom with the middle school social studies teacher.

She was hired for part of my former position (I recently taught middle school science, middle

school social studies, and 5/6 grade Religion before signing my 2016-17 contract for assistant

principal/administrative assistant and retaining my middle school science class.). This is my 27th

year of teaching at St. Anne’s. My classroom used to have the walls decorated, various posters,

and our school theme displayed. Word walls would be seen around the room and props for skits

and plays would be in designated spaces. If you walked into my classroom now, you would see

my desk decorated with black, white, and hot pink designs. Currently, you would see a various

set of colored jack o’ lanterns behind my desk. We reviewed dominant and recessive genes and

were able to use Punnett squares to determine specific traits for their jack o’ lantern. (I still use

the space behind my desk for word walls and other projects.) You will see a large banner that

says, “Your mind is your most important resource”. You will also see a large world map and a

couple small themed posters displayed by the social studies teacher. There are clipboards

available for those who want to do their work away from their desk. My front desk usually has

some type of science supplies we will be using for class. You will see me at the door welcoming

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and having quick, meaningful conversations with my students. Most of my lights are on, but not

all to ensure it is not too bright for some of my students. You would see students take their

interactive notebooks and text books in a neat and orderly fashion. If you looked in the

interactive notebooks, you would notice not only notes, but color-coded vocabulary, diagrams,

comic strips, sketches and doodles representing students’ various learning styles. You would

hear, “It looks like we are ready for science, so let’s get started!” You would see me using

various objects as I explain a concept to assist students’ understanding of a topic. I think you

would feel welcome in this classroom and know there is a variety of learning taking place. I

think you would also sense a trusting relationship among the students and me.

St. Anne’s has a computer lab and a set of 28 laptops. I typically sign out the laptop cart

when I want my students to use technology as part of my class. This allows me to stay in my

classroom and have materials set up around the room while using technology to record results or

research a particular topic.

My personal philosophy of classroom environment includes creating trusting

relationships with every student and to ensure student achievement. I am in the hallway and greet

each student as they enter my classroom. I comment on new haircuts, or ask about the book they

are currently reading. I take time to learn more of their extra-curricular events. I attempt to figure

out what works best for each of my “kids”. I feel I do go the “extra mile” to make each student

feel important and aid in student achievement. I am a firm, but fair teacher who loves watching

my students learn, discover, problem solve, design, and ask questions. My students know my

classroom expectations. We work together to create a set of class guidelines that work best in our

classroom. When it comes to discipline, I follow our Positive Behavior Intervention and

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Supports (PBIS) program when addressing Below the Line behaviors as well as recognizing

students for displaying Above the Line behavior. I present my lesson plans in a variety of ways

to ensure I am thinking of what is best for each of my students. I use a variety of ongoing

assessments, both formative and summative, to understand what I need to change in my teaching

strategies and monitor student growth.

As I review Domain 2: Classroom Environment, I feel this is one of my overall, most

important strengths. I feel it is essential to create an environment of respect and rapport. I try to

show respect to all of my students on a daily basis. I do not try to embarrass them in class, but

instead focus on the positives. I send home hand-written notes to all my students recognizing

positive behaviors or special achievements. This goes with establishing a culture for learning. I

engage my students in the learning process and create a positive learning environment conducive

to learning. Classroom procedures are explained and reviewed on a regular basis. If I am giving

directions, I will call on students (with their hands raised) to repeat the directions, and then have

the directions displayed on the board. We discuss science safety before every lab to ensure there

is no misunderstanding of classroom procedures. My classroom space is organized and my

supplies are in designated areas. We use the counters, tables, student desks, or black board to

work on given projects or assignments. Students are allowed to work on the floor if that works

best in their learning. Although the desks are in rows (social studies teacher’s preference), we

move our desks into pods when working in small groups or creating a bigger base for science

challenges.

The component of Domain 2 I do well at, but am always looking for more strategies to

implement, is component 2d: managing student behavior. I praise myself in not being a “cookie

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cutter teacher”. I know each student is unique and special. I also understand when it comes to

managing student behaviors, one strategy will not work for my entire middle school population. I

have not had the opportunity to have an EBD student in my classroom. I do not feel I have all the

tools and strategies in “my tool box” to work effectively with this student. Although we have

developed a trusting relationship, I need more resources to use in a consistent way that works

best for the student.

The exceptional learning condition I would like to focus on is finding more strategies to

assist those with Emotional Behavior Disorders. I feel I need more strategies and workable plans

to better understand how to deal with behaviorally challenging students. As a regular education

teacher, I feel I lack some understanding of what strategies or appropriate conversation starters

are used to diffuse a situation. I want to learn and implement strategies that will work best when

dealing with my behaviorally challenging students or any students having difficulty with anger

management.

Essential Question to Guide Learning Process and Growth

What elements are needed to create a positive learning environment for Emotionally Behavior

Disorder (EBD) students?

Synthesis of Research

Mrs. Rochel announces, “It looks like everyone is ready for science. Let’s get started!

Today we are going to be working in our groups and solving various challenges presented at

each station. Each of you has your own specific job and responsibilities on provided on your job

card. These are the job cards you each selected yesterday. Every job is important at each station,

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so you will each need to do your job. All right. Let’s get into our groups and get started at the

stations identified on the Smart Board.”

Student A slowly goes to his group, but refuses to work. He is away from the

group, and not doing his job on his job card. Mrs. Rochel mentions, “Let’s get to work.

Everybody needs to help. Student A, I need you to be part of the group.” Student A, “I want to

build the tower.” “What is your job description?” Student A, “I am the materials manager, but I

want to build the tower.” Student A becoming agitated and angry as he crosses his arms and

scowls. “This is supposed to be Fun Friday! This is not Fun Friday! I want to build the tower!”

Classmates, group members, and teacher look at Student A in silence hoping not to see what

typically happens next. Mrs. Rochel responding in hopes this will diffuse a challenging moment,

“How about this? I need you to be the materials manager for this station. When we move

stations, I will have you select a new job. Then you can be the builder. I will even send home the

materials with you, so you can build your own tower.” Student A yells, “This isn’t fair! I want to

build the tower now!”

What is Emotional Behavior Disorder (EBD)? The Individual with Disabilities Education

Act of 2004 (IDEA) classifies emotional and behavioral disorders under a category

called emotional disturbance. In order to qualify under emotional disturbance, a child must

exhibit at least one of the following characteristics:

 Development of physical symptoms related to personal problems

 Persistent unhappy or depressed moods

 Lack of personal relationships with peers and adults

 Inability to learn that is not caused by another disability

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  Inappropriate behavior or feelings in normal situations (IDEA, 2004)

In 2013-14, 354,000 students ages 3-21 were served under the Individuals with Disabilities

Education Act under the title of Emotional Disturbance. 43.2% of these students were able to be

in the regular education classroom 80% or more, 18% of these students were able to be regular

education classroom 40-79% of the time, and 20.6% of these students were able to be in regular

education less than 40% of the time. 1.8% of these students were served in the correctional

facility. (NCES, 2016)The equivalent number of 1.8% is 6372 students. The equivalent number

of 20.6% is 72,924 students.

Just as for many other disabilities, more and more biological and genetic causes for

emotional or behavioral disorders are being identified (Smith, 2010). Depression and mood

disorders can be a genetic factor. Two additional factors that may contribute to emotional or

behavior issues may include home and community and school. What educators do makes a

difference (Smith, 2010). If a teacher is lacking classroom management and is insensitive to

students’ needs, frustration or aggression towards the teacher may be a common response from

the student. Just the opposite is true. If a teacher is skilled at managing classroom behavior, and

understands what the student needs and selects interventions (and student/teacher conversations

of what will work best) and use them consistently, challenging behaviors are lessened. When

effective teaching and behavior management methods are in place, students' outcomes improve

(Smith, 2010).

Many believe that most children who exhibit deviant behavioral patterns will grow
out of them with time and become normally functioning adults. Although this optimistic
outcome holds true for many children who exhibit problems such as withdrawal, fears,
and speech impairments (Rutter, 1976), research indicates that it is not so for children
who display consistent patterns of aggressive, coercive, antisocial, and/or delinquent
behavior (Patterson, Cipaldi, & Bank, 1991; Trembley, 2000; Wahler & Dumas, 1986)
(Heward, 2010).

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 What should one know about this diagnosis? Those who have Emotional Behavior Disorders

tend to show characteristics as being manipulative or stubborn, being bratty, showing signs of

being out of control, getting their way, knowing what buttons to push and showing skills of

testing the limits of those around them (Greene, 2014). Emotional Behavior Disorders typically

can be linked with Attention Deficit Hyperactivity Disorder as well. Research has also found an

underlying piece with these individuals. According to Ross Greene in his book “The Explosive

Child”, most people with this diagnosis have lagging skills (lacking important thinking skills)

and unsolved problems. Students with Emotional Behavior Disorders are lacking skills in

flexibility, frustration tolerance, problem solving and adaptability. Unsolved problems include

the specific expectations a child is having difficulty meeting. Greene believes the philosophy

that, “Kids do well if they can.” Behaviorally challenging kids are not challenging every minute

of every waking hour. Behaviorally challenging kids are challenging because they lack skills to

not be challenging. (Greene, 2014) For years, research has been focused on the child’s behavior,

rather than problem solving on “why” the behavior is occurring. “When you treat behaviorally

challenging kids as if they have a developmental delay and apply the same compassion and

approach you would use with any other learning disability, they do a lot better.” (Greene, p. 8,

2014) Consequences do not teach students how to solve a problem or teach the thinking skills

they lack.

What can one do to help behaviorally challenging students be successful? Outlined in the

book, The Explosive Child, is a three step process called Collaborative Problem Solving that is

crucial in working with EBD students (Greene, 2014). The first piece, according to Greene, is to

understand the skills a child is lacking and specific conditions in which the lagging skills are

making life difficult (2014 p. 11). The Collaboration Problem Solving can then be put in place.

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The first piece on is to complete the Assessment of Lagging Skills and Unsolved Problems

(ALSUP) survey (Greene, 2014). Some examples of lagging skills include difficulty handling

transitions, difficulty shifting from one mind-set or task to another (shifting cognitive set),

difficulty seeing the “grays”/concrete, literal, black-and-white thinking, and difficulty seeking

attention in appropriate ways. Once this list has been completed, look at each lagging skill and

identify the unsolved problem/trigger that prompts the behavior.

The next step – Empathy Step, is meant to share a neutral observation, rather than sharing a

biased observation and jumping to conclusions. Students have legitimate and valid concerns such

as fatigue, fear, a desire not to be embarrassed or humiliated, or hunger just as adults do.

Schedule a time with a student to discuss the most important lagging skills and ask for their

input. If a teacher has observed homework has not been completed, a conversation may begin by

saying, “I have noticed you have been having difficulty completing your homework lately.

What’s up?’ This invites the child to reflect on the situation and discuss what is occurring. This

may take the student by surprise as past experiences have identified the student in trouble and

given consequences delivered. Take time to listen to why this is occurring. Take time to ask

more questions to truly understand the situation. Take time to repeat the statements students have

presented. An example might sound like the following, Teacher: “I noticed you have been having

a difficult time staying on task during computer class. What’s up?” Student: “Sometimes I get

bored in computers and have the urge to talk to others.” Teacher: “So, you sometimes get bored

in computers and have the urge to talk to others? Anything else that is difficult staying on task

during computers?” This step assists in understanding the student perspective of the given

problem.

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 The next step in Collaborative Problem Solving is Defining the Problem. A problem is

defined simply as two concerns that have yet to be reconciled (Greene, 2014, p. 78). During this

step, concerns are brought forth, rather than solutions. It makes little sense to brainstorm

solutions until it is identified what concerns need to be addressed.

The Invitation Step is the next piece of Collaborative Problem Solving process. This is where

the teacher and student, or parent and student collaboratively work together to brainstorm

solutions that will address both parties’ concerns. Students are literally being asked or invited

first to share in the problem solving process. Recapping the two concerns to ensure the student

understands the problem, followed by “Do you have any ideas?” or “Do you have any ideas for

how we could do that?” This last question allows students to share their ideas. It also shows the

student someone else is genuinely interested in hearing their ideas. The end solution should be an

ingenious solution – a solution that the two parties agree is realistic and mutually satisfactory

(Greene, 2014, p. 82). One should know during the Invitation Step that it be communicated if

this ingenious solution is not working, the two parties will meet again to discuss other possible

solutions.

Another strategy that can used with EBD students is to create set times for movement.

Research has shown that all students need movement throughout the day. This allows the brain to

reset. The brain cannot function on full throttle all the time, though many people have tried to do

so (Jensen, 2008, p. 24). Some students who appear drowsy during class may be at the bottom of

their attention cycle and need to get up and stretch. Jensen points out (p. 26) that productivity

increases when learners are given mental breaks several times a day. Behaviorally challenging

students may have difficulty mastering the energy to persist on tasks that are challenging,

effortful, or tedious. Allowing them to move or take a brain break during a class provides kids a

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chance to reset the brain and continue with the task at hand. Cross-lateral movements can be the

perfect antidote for engaging both sides of the brain to the full advantage, and they are

particularly effective for students who are sleepy, overwhelmed, frustrated, or experiencing a

learning block (Jensen, 2008, p. 41).

A third strategy to use with EBD kids is to reduce the impact of threat in the classroom.

Research has shown the negative form of stress (distress) occurs when we feel threatened by

some physical or emotional danger, intimidation, and embarrassment, lose of prestige, fear of

rejection or failure, unrealistic time constraints, or a perceived lack of choice (Jensen, 2008, p.

43). The brain responds by losing its ability to correctly interpret subtle clues from the

environment, losing some of its ability to index, store, and access information and tending to

overreact to stimuli in a phobic-like way. When the brain is in survival mode, a child is not able

to focus on simple recall information, but can remember other information that causes stress

(Jensen, 2008, p. 45).

How can one reduce stress in the classroom? One way is to not call on students randomly

if their hand is not raised. A student may or may not know the answer to the question, which

could lead to being embarrassed in front of their classmates. Some students, when embarrassed,

exhibit behaviors not conducive to learning. This could be one of the lagging skills they have not

learned yet. Another stress-reducer includes allowing the child to talk about their fears and

causes of stress. Allow a child to share this information with you. Encourage positive

relationships within the classroom (Jensen, 2008, p. 49-50). This applies to each child in the

classroom as well as positive relationships within learners. Let students be the main problem-

solvers and decision- makers when working in groups. Avoid making the decisions for them. An

additional stress-reducer is to activate prior learning by reviewing previous lesson(s). This

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strategy allows students to better understand the material each time they hear, do, or see the

information delivered. When stress is taken out of the equation, and a safe and environment

conducive to learning is created, less disruptions and behavior problems. Instead, when a child

feels safe, they tend to display improved problem-solving and thinking skills.

Professional Implications of Research

Wow! After reading, The Explosive Child and Lost at School by Ross W. Greene, Ph.D.,

I learned so much of what behaviorally challenging kids go through on a daily basis. I am

saddened I have been part of Plan A conversations. I have always felt I communicate effectively

and have a great deal of empathy and compassion towards my students. Typically, I do quite well

with behavior challenges and teachers have sent their students to me to assist with behavior

challenges. The part I forgot in many of my discussions is I did not invite the child to be part of

the solution. As I read through the Collaborative Problem Solving approach in Lost at School, I

truly pictured myself as Mrs. Woods. She is the one who realized she could work collaboratively

with all of her students including those with most challenging behaviors. She found the good in

each of her students just as I do. She found ways to work together with the child to solve the

problems just as I want to do. Some of the students mentioned in both books sounded just like

some of my past and present students.

One phrase will stick with me from here on out – Kids do well if they can. Very few

students come to class with the full intent of making the teacher miserable. These students want

to do well, but have not learned all the skills needed to be successful in various areas. If we

looked at behaviorally challenging students the same way we look at academically challenging

students, we would understand behaviorally challenging students need assistance with different

skills just as a student who is behind in reading or math.

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 Another piece of research that made so much sense was how the brain is not meant to be

at full throttle every minute of every day. I believe every student (and adult) need to have brain

breaks throughout the day. This allows the brain to reset and become more productive after

taking a quick break. I know I am better focused at doing a task if I take a moment to take a

walk, get a drink of water, or visit with a colleague. I had one student tell me her friend takes a

two to three minute nap before my class begins. I was shocked! My class. A student resting her

eyes. What!?! She told me she just needs a couple minutes to refocus. This is her last class of the

day and wants to be productive and alert. I took her valid concern and found resources I could

immediately implement in my classroom.

Now knowing and better understanding that students have lagging skills and unsolved

problems, I have made a personal goal of using the Collaborative Problem Solving process

whenever possible. This process is something I know I can do effectively. As educators, we have

been focused on the student behavior, rather than the trigger that causes the behavior. This

process allows me to put my concerns on the table as well as asking student input to share their

concerns. This is meant to be a two-way conversation to have both parties vested in the outcome.

I especially like the idea of having the student share their ideas first of how to solve the problem.

I will continue to take time to listen and remember to restate what the student has shared.

This research has opened my eyes to simple, effective ways that provide collaboration

and positive learning opportunities with my students. During a middle school team meeting, a

teacher asked if any of us currently used brain breaks. I mentioned I did and loved them. She was

concerned she would not be able to “bring them back” after a brain break. I told her I wished she

would see what a brain break looks like in my classroom, and how easy it is to go back to the

lesson. If students are unengaged during a lesson, what harm can a short brain break do?

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Students could be frustrated, overwhelmed, or not understand the material. A quick brain break

gives the student to “walk away” from an assignment for a moment, and then attempt the

problem again. My students look forward to our class brain breaks as much as I do!

The Collaboration Problem Solving process (using Plan B) and incorporating brain

breaks have been instrumental in guiding my research question - What elements are needed to

create a positive learning environment for Emotionally Behavior Disorder (EBD) students? I

have thought long and hard how I have attempted to reach students in the past when dealing with

discipline issues. These strategies have changed the way I create my lessons and work with

behaviorally challenging students. I now have more “tools in my tool box” to use with not only

my EBD student, but those who have difficulty problem solving various situations. I never knew

anything about lagging skills until I conducted this research. Oh, how it makes sense to me now.

Asking a student to share their concerns and ideas they have to solve a problem are essential

when working with a student who does not have the necessary learned skills for a specific

behavior. Showing empathy and truly listening to a student are critical pieces needed when

creating a trusting relationship and collaboratively working with a student to solve a problem.

The research has also allowed me to better understand how the brain works and the need for

brain breaks. Many behaviorally challenging students typically have Attention Deficit

Hyperactivity Disorder characteristics. This means they need movement throughout the day. Not

just transitioning from class to class, but during class time as well. Brain breaks only take a

limited amount of time, but so worth the time set aside to do these!

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 Research-based Action Plan

Action Plan Summary

I will incorporate various strategies to create an environment conducive to learning for

students exhibiting behavior challenges that include:

1) I will use the Assessment of Lagging Skills and Unsolved Problems (ALSUP) when

identifying lagging skills and unsolved problems with students who exhibit behavior

challenges. Artifact A is a completed ALSUP I did for one of my behaviorally

challenging students. This checklist allowed me to identify the highest priority of

what skills were most needed for behavior improvement. I was then able to schedule

a time to discuss the concern and collaboratively brainstorm ideas with the student.

2) I will incorporate brain breaks as part of all my science classes. Artifact B and C are

two different brain breaks I used with my students.

3) I will share my brochure – “Behaviorally Challenging Kiddos: What is the underlying

problem and how can we reach them?” I created to teachers as well as parents who

may need an informational resource based on challenging behaviors observed.

Artifact D is my brochure.

4) I will share The Explosive Child by Ross W. Greene, Ph.D. teachers during an in-

service as well as parents who may need a resource to better understand the

Collaboration Problem Solving process. Artifact E is an image of the book cover.

Anticipated Implementation
I will coordinate special times for various students after completing the ALSUP

checklist. After talking with the student to listen to their concerns and collaboratively

work together to brainstorm ideas of how to solve the problem, I will also take time to

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share my strategies with other teachers so they know what I am working on to decrease

challenging behaviors in my classroom. Consistency is critical when working with a

student who has a plan in place. When the plan is not followed, it can lead to an outburst

with a student who exhibits challenging behaviors.

I will take time to share The Explosive Child as part of an upcoming in-service. I

will then be able to explain the Collaborative Problem Solving process. I can then take the

time to share how to use the ALSUP is used for students exhibiting challenging behaviors.

I plan to share the need for brain breaks at an upcoming in-service. I will share the

research I found on the importance of incorporating brain breaks throughout the day. I will

also have the faculty take part in the brain breaks, so they have ready to go activities they

can use immediately in the classroom.

Anticipated Outcomes
My classroom has changed so much by changing just a couple, simple pieces as part of

my classroom management. I am a firm believer in creating trusting relationships with each of

my students. The Collaborative Problem Solving approach has really made a positive impact

with a few of my students. They are being heard. They have a voice in the problem solving

process. They have someone who has taken the time to listen to their concerns through their

lenses.

The brain breaks have been amazing! My students look forward to our daily brain breaks.

I even tried one of the brain breaks a classmate shared with us in our Classroom Environment

class. She used it with kids much younger than middle school, but my students still loved it! I

absolutely enjoy watching middle school kids tip toe, gallop, and skate around my room. The

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brain breaks only take a couple minutes and my students look forward to these. My students now

say, “Brain break.” as soon as I say, “Please stand.”

Something unexpected happened with my brain breaks. During parent/teacher

conferences, I mentioned the brain breaks I had implemented. One parent was interested in

learning more about these movement strategies. He shared with me he teaches a seventh grade

block class and it is incredibly difficult the last twenty minutes. He sees the students unengaged

and “checked out”. I shared with him I would send him some of the brain breaks I currently use

in my classroom. I let him know I have seen positive changes in my students. We talked about

the need to have brain breaks, especially middle school students. He was open to trying these as

he said, “It can’t hurt. They aren’t doing anything the last twenty minutes. If I could get them to

work for even an extra ten minutes that would be awesome.”

Post-assessment: Reflection
What Worked (or anticipate what will work) and Why

1. The brain breaks have been such a success! I introduced the brain breaks after our first

Classroom Environment class. I wanted to implement the strategies immediately as the required

readings from Brain-Based Learning made so much sense. I have observed the elementary

teachers use brain breaks in their classroom. I feel middle school students need these breaks even

more than elementary students. My students now know as soon as I say, “Please stand.” in the

middle of my lesson, they know it is time for a brain break. Some of my students will openly say,

“Time for a brain break.” We have discussed why we do these and the students look forward to

resetting their brain.

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 2. The Collaboration Problem Solving process as well as being introduced to the ALSUP

has assisted me in working with my students. I have allowed the student to be part of the

problem solving process and truly listen to their ideas. This worked amazing with one student in

particular. (This is the student I solely based my exceptional condition research on in finding

strategies to use with him to decrease challenging behavior.) I shared with him I noticed he was

receiving many of his Below the Line slips (part of our PBIS program) during computers class. I

used the Empathy step and listened to what the student had to say. He identified he sometimes

gets bored and has the urge to talk to others. Wow! I then asked him what ideas he had to help

him when he feels bored and has the urge to talk to others. He shared he could ask to get a drink

of water. I liked that idea and reminded him a quick drink would work, but we still needed him

to complete his computer assignments to make sure he could show us he showed mastery on

various standards. This prompted us to discuss if ever his emotions escalate (which hasn’t

happened to date), what ideas did he have to avoid becoming upset, angry, overwhelmed, or

leaving the classroom without permission. He responded he could ask to get a drink. I also

shared and asked for his thoughts on the idea of saying, “I need to see Mrs. Rochel.” if ever he

feels his emotions escalating. He liked the idea. And, then he said, “I haven’t had the urge to

leave the classroom. Not once this year.” My heart almost melted. I have taken the time to create

a positive and trusting relationship with this student. Something he may not have had in the past.

What Did Not Work (or anticipate what will not work) and Why

1. I have not had the chance to formally share The Explosive Child with the entire faculty

during a scheduled in-service. My principal and I are looking at upcoming in-services to see

when we could include it as part of the in-service agenda.

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 2. I have not had the chance to formally share my brochure with teachers or parents,

although I have referenced the quote, “Kids do well if they can.” to our Kindergarten teacher.

She came to me with a parent concern. I was able to discuss with her most students do not come

to class with the intent of making life miserable for those around them. Kids know they are

supposed to follow the rules, but until they have the needed skills, they will not be able to do

what other kids can do.

My Next Steps

1. I would like to do an overall ALSUP checklist on each of my science classes. This

would allow me to see the general behaviors that are occurring and bring my concerns to the

class. We could then discuss their concerns and followed by collaboratively brainstorming ideas

to help solve the problem. I believe this could be very effective if the students have had a chance

to be part of the discussion, rather than just using my expectations.

2. One of my former colleagues shared her Classroom Environment portfolio with me.

The title of her exceptional condition was Learned Helplessness. I started reading her research

and realized I have some of the same students who exhibit the same behavior of saying, “I

can’t.” Her research also had some alternate ways to give positive feedback using specific

phrases, rather than, “Great job!” My next step is to complete reading all of her portfolio entry

and use her references to learn more of this exceptional condition and use the provided strategies

with my students.

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 References

Greene, R. W. (2014). Lost at school: why our kids with behavioral challenges are falling
through the cracks and how we can help them. New York: Scribner.

Greene, R. W. (2014). The explosive child: a new approach for understanding and parenting
easily frustrated, chronically inflexible children. New York: Harper.

Heward, W. (2010, December 08). Emotional and behavioral disorders in children:

Characteristics. Retrieved December 01, 2017, from
https://www.education.com/reference/article/children-emotional-behavioral-disorders/.

Jensen, E. (2008). Brain-based learning: the new paradigm of teaching. Thousand Oaks, CA:
Corwin Press.

Smith, D. (2010, July 20). Emotional and behavioral disorders: Causes and prevention. Retrieved
December 01, 2017, from https://www.education.com/reference/article/emotional-
behavioral-disorders-prevention/

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 Examples of Artifacts

Artifact A: Completed ALSUP checklist for one of my students

Click here: ALSUP checklist

Artifact B: Brain Break One

Click here: brain break one.docx

Artifact C: Brain Break Two

Click here: brain break two.docx

Artifact D: Behaviorally challenging kiddos brochure

Click: behaviorally challenging kiddos.docx

Artifact E: The Explosive Child by Ross W. Greene, Ph. D.

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