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EBD Intervention Strategies

This document provides a strategy matrix for students with emotional and behavioral disabilities (EBD). It outlines common strengths and academic, social/school, and behavioral challenges that students with EBD may face. For each challenge, it lists two evidence-based instructional or behavioral strategies that can help students with EBD find school success. The strategies are intended to address issues like learning difficulties, poor relationships, immaturity, hyperactivity, withdrawal, and aggression.

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45 views1 page

EBD Intervention Strategies

This document provides a strategy matrix for students with emotional and behavioral disabilities (EBD). It outlines common strengths and academic, social/school, and behavioral challenges that students with EBD may face. For each challenge, it lists two evidence-based instructional or behavioral strategies that can help students with EBD find school success. The strategies are intended to address issues like learning difficulties, poor relationships, immaturity, hyperactivity, withdrawal, and aggression.

Uploaded by

api-362784633
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Rebecca J Jackson #11

Strategy Matrix - EBD


Organizing Needs & Strategies for Intervention Purposes

Disability: Emotional Behavior Disability


Possibly / Common Strengths: Sensitive, self -aware and creative

Students with EBD Evidence-based Instructional or Behavioral Strategies


the student can learn to find school success

Academic
1. Learning difficulties a) Sticky Notes for Reading helps overcome lack of organization and
(academically performing directing readers attention
below grade level) b) Constant time delay- effective for teaching math facts, increases self-
confidence as students are given the answers in the beginning.
2.An inability to build or a) Check in / check out - provides students with increased positive adult
maintain satisfactory interaction, specific and timely feedback on behavior
interpersonal relationships b) Drama to teach and learn helps develop cooperation skills, supports self-
with peers and teachers esteem, develop empathy and new perspectives

Social / School (Skills)


1 Immaturity (inappropriate a) Positive self-talk directly address students attributions for success by
address the challenge to see what can be done rather than helplessness.
crying, temper tantrums, poor
b) Behavior Specific Praise statements - establishes a supportive and positive
coping skills)
classroom environment, increases on-task behavior and positive social
behaviors while reducing problem behavior.
2.Hyperactivity (short a) Choice boards- the power of choice reinforces positive behaviors and give
a sense of ownership to students with EDB.
attention span, impulsiveness)
b) Computer assisted instruction -creates a motivation for some students with
EBD allowing them to stay focused and thrive

Behavior / Organization
1Withdrawal (not interacting a) Check in/ Check out provides students with increased positive adult
interaction, specific and timely feedback on behavior
socially with others, excessive
b) The good behavior game -helps student feel as part of a team, helps reduce
fear or anxiety
disruptive behaviors.
2Aggression or self-injurious a) Behavior contract- motivate students to be responsible for their daily
behaviors by tangibly rewarding success.
behavior (acting out, fighting)
b) Self-Monitoring works directly with behavior contract to empower
student to monitor their own progress. Gives sense of control.

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