An Augmentation in the Availability of Resources to Aid in the Acquisition of Skills for Teachers of...

Running head: RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS

An Augmentation in the Availability of Resources to Aid in the Acquisition of Skills for

Teachers of Emotionally Disturbed Student Populations

Jordyn A. Williams, M.Ed., Shannon R. Miller, Ed.S, NCSP, and Richard Grizinski, Ph.D.

Youngstown State University

RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS2

Abstract

There is ample evidence to support the hypothesis that many teachers who instruct students with

Emotional Disturbances believe they lack the confidence, training, and resources to provide

empirically supported instructional and behavioral interventions to students within this

population. The aim of the current project is to increase the probability of teacher’s effectively

accessing and utilizing resources by providing a resource binder and training in empirically

supported strategies and interventions to seven teachers of six self-contained Emotional

Disturbance units within northeast Ohio. This project was implemented in an effort to reduce

levels of teacher stress and augment levels of support and resources. Participating teachers

reported the binder to be useful within the classroom and to be a resource they will continue to

use in the future.


According to Whose IDEA Is This? A Parent’s Guide to the Individuals with Disabilities

Education Improvement Act of 2004 (Ohio Department of Education, 2012), in order for a

student to be made eligible for special education services under the category of Emotional

Disturbance (ED), he or she must present

one or more of the following characteristics over a long period of time and to a degree

that it affects a child’s educational performance, resulting in: an inability to learn that

cannot be explained by intellectual, sensory or health factors; an inability to build or

maintain satisfactory relationships with peers and teachers; inappropriate types of

behaviors or feelings under normal circumstances; a general pervasive mood of

unhappiness or depression; or a tendency to develop physical symptoms or fears

associated with personal or school problems (Ohio Department of Education, 2012).

Additionally, the above characteristics must manifest over a long period of time and negatively

effect academic performance (Ohio Department of Education, 2012). The ED criterion includes

specific domains of disability, including selective mutism, childhood schizophrenia, overtly

aggressive behavior, conduct disorders, and inappropriate affective disorders; however, students

characterized as socially maladjusted are not qualified to receive services under the title of

Emotionally Disturbed (U.S. Department of Education, 2002a, as cited by Mastropieri, &

Scruggs, 2007). According to Mattison & Felix (1997, as cited by the Center for Effective

Collaboration and Practice (CECP), 2001), students who are qualified under IDEA (2004) as

Emotionally Disturbed, typically display mood disorders, Attention Deficit/Hyperactivity

Disorder (ADHD), anxiety disorders, conduct disorders, or other psychiatric disorders. “An

emotional disturbance refers to social, emotional, or behavioral functioning that so deviates from

generally accepted ethnic or cultural norms that it adversely affects a student’s academic


progress, social relationships, personal adjustment, classroom adjustment, self-care, or vocational

skills” (Pierangelo & Giuliani, 2007, p. 37-38).

According to Kauffman (2001; as cited by Christensen, Jarger, Lorenz, Morton, Neuman,

Rieke, Simpson, & Watkins, 2005), approximately two percent of the school age population is

qualified for special education services under the title of Emotional Disturbance; however,

approximately only one percent of these students actually receive services for ED. Students

identified are typically those who have difficulty following directions, are oppositional and

noncompliant, and those who act aggressively toward others (Kauffman, 2001; as cited by

Christensen et al., 2005). According to the U.S. Department of Education (2001; as cited by

Pierangelo & Giuliani, 2007), students with emotional or behavioral disorders present problems

not only to themselves, but also their families, peers, and teachers, possibly more so than any

other group of students with disabilities.

Literature ReviewAccording to Jones (2002), in regards to the education of students with emotional

disturbance, a current concern of some special education teachers is the lack of training received

in appropriate, empirically supported instructional strategies for students with ED. This lack of

training can lead to ineffective and inappropriate intervention and classroom management, as

well as increased levels of inappropriate behavior by students. In turn, this can result in

augmented levels of teacher dissatisfaction, attrition, and burnout.

Teachers of students with ED were found to have greater levels of stress and role

problems, as compared to other special education teachers (Center and Steventson, 2001; as cited

by Schwartz, 2006). A self-report questionnaire revealed that teachers of students with ED were

highly concerned about student disrespect, lack of motivation, and cruel behavior (Center and

Steventson, 2001, as cited by Schwartz, 2006). Additionally, teachers reported job dissatisfaction


as a result of students not making adequate progress, as well as the presence of verbal and

physical attacks within the classroom (Schwartz, 2006). The consistent occurrence of

inappropriate behaviors by students and the high levels of reported stress and burnout by teachers

may be the result inadequate teacher preparation and training. According to Christensen, et al.

(2005), the understanding of emotional disturbance is dependent on factors, such as the

perceptions, experience, and preparation of the teachers. For example, one teacher, with

insufficient training, may view a student as particularly challenging, while another, with

sufficient training, may view the same student as only a minor challenge.

According to Christensen et al. (2005), the initial responsibility to provide appropriate

and meaningful instruction to students with ED falls on the general and special education

teachers who work with them. However, research has shown that these teachers often report a

belief that they lack the skills, confidence, and knowledge to provide effective and appropriate

instruction and interventions for this population. Research by George, George, Gersten, &

Grosnick, (1995; as cited by Chrinstensen, et al., 2005), found that two-thirds of teachers who

instruct this student population reported that they felt their university training provided them

with inadequate preparation for working with students qualified as ED. Additionally, there is a

lack of confidence by teachers associated with the ED population as these students have a

tendency to “evoke feelings of fear, resentment, and anger in many adults” (Jones, Dohrn, &

Dunn, 2004; as cited by Christensen, et al., 2005, p. 2). A lack of skill, knowledge, and

confidence to effectively intervene, in conjunction with a fear of students, can lead to

ineffectiveness by the teacher and a toxic environment for both the teacher and the students

(Christensen et al., 2005).


RationaleAccording to the literature discussed above, there is ample evidence to support the

hypothesis that many teachers who instruct students with ED believe they lack the confidence,

preparation, and training to provide empirically supported instructional and behavioral

interventions to students within this population. According to Christensen et al. (2005), there are

many strategies and interventions available to help students within the ED population; however,

many teachers have not had the appropriate training and lack the resources to acquire these skills.

The current project aimed to increase the probability of teacher’s effectively accessing

and utilizing resources by providing a resource binder and training in appropriate, empirically

supported strategies and interventions to the teachers of the self-contained ED units in north-east

Ohio. Upon delivery of the resource binder, teachers were trained on how to effectively use the

binder as a resource to appropriately identify and define problem behaviors, and implement

interventions, modifications, and accommodations. This purpose of this study was to reduce

levels of teacher stress and increase levels of support and training. In addition, the appropriate

implementation of the provided research based interventions and strategies in the classrooms

may augment the progress of students academically and behaviorally and provide for healthier

classroom environments.

Diagnosis for Change For the purposes of this project, a needs assessment was developed in the form of a

comprehensive, six- question survey. The questions posed assessed for age and grade range of

students serviced, as well as areas of need in selected classrooms, in terms of resources and

support. Questions were asked in the form of short answer and checklist and the classroom

teachers served as the respondents. The survey was distributed to twelve teachers from ten self-


contained ED classrooms in north-east Ohio. A copy of the survey can be found in Appendix A

of this manuscript.

Summary for Survey ResultsSeven of the twelve distributed surveys were returned. Based on the results of these seven

survey’s, behaviors seen as being most problematic by teachers were Non-Compliance, Off

Task, and Disruptiveness; however, aggression and somatization were seen as the least

problematic. Results of this survey question can be seen in Figure One. In response to the

additional question, teachers reported Anger Control Strategies and Cognitive Therapy or Self-

Talk Strategies to be the areas of support most useful to learn more about. Results of this survey

question can be seen in Figure Two.

9%

12%

9%

6%

9%15%

6%

15%

18%

Anxiety

Depression

Withdrawal

Somatization

Excessive or Frequent Displays of Anger

Off Task

Aggression

Disruptiveness

Non Compliance

Figure 1. Survey results for the question, “Which of the following behaviors do you see as most concerning or problematic?”


22%

11%

11%11%

15%

19%

11% Anger Control StrategiesCoping Strategies for Anx-ietyCoping Strategies for Depression De-Escalation TechniquesSocial Skills TrainingCognitive Therapy or Self-Talk StrategiesTeacher Self-Care

Figure 2. Survey results for the question, “As a teacher of students in an ED unit, what areas of support would you find most useful to learn more about?”

Methodology for Implementing ChangeThe primary goal of this project was a systems change to increase the probability of

teachers effectively accessing and utilizing resources in accommodation, modification, and

empirically-supported intervention. This goal was accomplished by first identifying what

behaviors are of most concern to teachers as well as what supports they would find most

beneficial. Following this identification, research was conducted to compile current resources,

empirically based interventions, effective strategies, and information that teachers will be able to

easily apply in the classroom setting. Following this compilation of research, resource binders

were created for each teacher to utilize as needed. At the end of the process, a presentation was

provided for each teacher in which the contents of the resource binder are explained and

discussed. Additionally, the presentation included a discussion on how the binder can be used as

a resource for the effective implementation of interventions within the classroom setting.


Evaluation Analysis

The resource binder created for the purposes of this project contained a total of 45

resources from a variety of sources. Resources included general information of emotional

disturbance eligibility, differentiating between emotional disturbance and social maladjustment,

instructional strategies, classroom accommodations, behavioral interventions and support

strategies, and teacher self-care strategies. This project was evaluated using a questionnaire

administered to each teacher who received a resource binder. The questionnaire contained six

questions in the forms of checklist, short answer, and Likert scale. This questionnaire assessed

for areas of most/least use for each teacher, effectiveness of change, and likelihood of continuing

this change into the future. The questionnaire can be seen in Appendix B.

The current sample is comprised of seven teachers who have been presented with the

resource binder and have completed the subsequent evaluation. In terms of usefulness within the

classroom, six participants rated the provided resource binder and discussion as “very useful”

and one rated it as “useful.” Results from this item can be seen in Figure 3. In addition, three

participants rated the resources provided to them as “very likely” to be used in the future and

four participants rated them as “likely” to be used in the future. Results from this item can be

seen in Figure 4. From the five areas of support provided within the resource binder, results

indicate the information on instructional strategies and classroom accommodation, and

behavioral intervention and support strategies to be the areas of most use. Results can be seen in

Figure 5. One the other hand, the area of least use was the introductory information on serving

students with emotional disturbances. Results can be seen in Figure 6.


Very Useful86%

Useful14%

Very Useful Useful Somewhat Useful Not Useful

Figure 3. Evaluation results for question, “How useful do you believe this resource binder will be for the needs of your classroom?”

Very Likely43%Likely

57%

Very Likely Likely Somewhat Likely Unlikely Figure 4. Evaluation results for question, “How likely are you to use this resource binder in the future?”


0

2

4

6

Figure 5. Evaluation results for question, “What area(s) of this resource binder do you find to hold the most useful information?”

0

2

4

6

Figure 6. Evaluation results for question, “What area(s) of this resource binder do you find to hold the least useful information?”

Summary

According to Pierangelo & Giuliani (2007, p. 37-38), “an emotional disturbance refers to

social, emotional, or behavioral functioning that so deviates from generally accepted ethnic or

cultural norms that it adversely affects a student’s academic progress, social relationships,

personal adjustment, classroom adjustment, self-care, or vocational skills”. In regards to the


education of students with emotional disturbance, a current concern of some special education

teachers is the lack of training received in appropriate, empirically supported instructional

strategies for students with ED (Jones, 2002). This lack of training can lead to ineffective and

inappropriate intervention implementation and classroom management, as well as increased

levels of poor student behavior. In turn, this can result in augmented levels of teacher

dissatisfaction, attrition, and burnout.

According to Christensen et al. (2005), the initial responsibility to provide appropriate

and meaningful instruction to students with ED falls on the general and special education

teachers who work with them. However, research has shown that these teachers often report a

belief that they lack the skills, confidence, and knowledge to provide effective and appropriate

instruction and interventions for this population. Research by George, George, Gersten, &

Grosnick, (1995; as cited by Chrinstensen, et al., 2005), found that two-thirds of teachers who

instruct this student population reported that they felt their university training provided them

with inadequate preparation for working with students qualified as ED. Additionally, there is a

lack of confidence by teachers associated with the ED population as these students have a

tendency to “evoke feelings of fear, resentment, and anger in many adults” (Jones, Dohrn, &

Dunn, 2004; as cited by Christensen, et al., 2005, p. 2). A lack of skill, knowledge, and

confidence to effectively intervene, in conjunction with a fear of students, can lead to

ineffectiveness by the teacher and a toxic environment for both the teacher and the students

(Christensen et al., 2005).

The current project aimed to increase the probability of teacher’s effectively accessing

and utilizing resources of empirically supported strategies and interventions for students with

challenging behavioral and emotional needs. This was accomplished by researching current


resources, empirically based interventions, effective strategies, and information that teachers will

be able to easily apply in the classroom setting. A total 45 resources were gathered from various

sources in the following areas: general information of emotional disturbance eligibility,

differentiating emotional disturbance from social maladjustment, behavioral intervention and

support strategies, and teacher self-care strategies. These resources were compiled into a

resource binder that was provided to each teacher. Along with the binder, teachers were also

provided with a presentation and discussion on how to use the effectively utilize the resources

provided in the binder. An evaluation of the effectiveness of this project was assessed using a

questionnaire completed by each teacher who received a binder.

In regards to usefulness within the classroom, each participating teacher rated the

materials and information provided as “useful” or “very useful” on an evaluation provided

following the distribution of the resource binders. In addition, each participant reported that they

were “likely” or “very likely”. Participants reported the following areas of support to be the most

useful: instructional strategies and classroom accommodations, and behavioral intervention and

support strategies. The area of support found to be the least useful was the introduction to

emotional disturbance. The participating teachers commented that this was an area that they are

already very familiar with; however, three participants reported that they find the information to

be useful as a resource to provide other teachers and parents with.


References

Christensen, B., Jaeger, M., Lorenz, R., Morton, S., Neuman, L., Rieke, E., Simpson, B.,

& Watkins, C., (2005). Teaching students with severe emotional and behavioral

disorders: Best practices guide to intervention. A Connecting IDEAS Project funded by

the Office of Superintendent of Public Instruction, State of Washington.

Eligibility for services. (2001). Center for Effective Collaboration and Practice. Retrieved

Retrieved from http://www.cecp.air.org.

UK Essays. (2013). Implementation of empowerment with Havelocks change theory

nursing essay. Retrieved from http://www.ukessays.com.

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004).

Jones, C.J. (2002). Special education teachers’ perspectives on teaching middle school

students with severe emotional disturbance, ProQuest ETD Collection for FIU. Paper

AAI3055971.

Mastropieri, M.A. & Scruggs, T.E. (2007). The inclusive classroom: Strategies for

Effective instruction. Merrill.

Pierangelo, R. & Giuliani, G. (2007). A step-by-step guide for educators: Special education

eligibility. Corwin Press: Thousand Oaks, CA.

Schwartz, D. (2006). How did I end up here: Why do EBD teachers burnout?

(Unpublished masters thesis). University of Wisconsin-Stout, Menomonie, Wisconsin.

Whose IDEA is this? A parent’s guide to the individuals with disabilities education

Improvement act of 2004. (2012). Ohio Department of Education.

http://www.ukessays.com/

http://www.cecp.air.org/


APPENDIX AHello,I am Jordyn Williams, a school psychology intern working and obtaining training at the Trumbull County Educational Service Center. As part of my requirements for internship, I have a project involving system change.

For this project, I would like to offer some supports; i.e., research based interventions to the teachers working in the Emotional Disturbance (ED) units here in Trumbull County. It would be helpful to obtain your input about what strategies, research, and information you would find most useful if presented to you. To discover what would be most useful for you to learn more about, I have generated this Needs Assessment Survey.

Based on the gathered data from the survey, I will provide a list of resources, current research, and effective strategies to use with your students, as needed. Hopefully some of this data can be used in providing ideas to help with students with challenging behaviors. If you have any questions or concerns please do not hesitate to contact me at [email protected] or you may contact my supervisor, William K. Flanagan at [email protected] or field supervisor, Richard Grizinski PhD at [email protected].

Name (optional):

Unit Location (optional):

Age Range of Students Serviced: Grade Range of Students Serviced:

Which of the following behaviors do you see as most concerning or problematic? Please check all that apply.

☐Anxiety ☐ Aggression (Defined as the intent to physically cause injury to another individual.)

☐ Depression ☐ Disruptiveness

☐ Withdrawal ☐ Non-Compliance

☐ Somatization ☐ Other (please list)

☐ Excessive or Frequent Displays of Anger

☐ Off-Task

mailto:[email protected]

mailto:[email protected]


As a teacher of students in an ED Unit, what areas of support would you find most useful to learn more about? Please check all that apply.

☐ Anger Control Strategies ☐ Social Skills Training

☐ Coping Strategies for Anxiety ☐ Cognitive Therapy or Self-Talk Strategies

☐ Coping Strategies for Depression ☐ Teacher Self-Care/ Coping Strategies to Effectively Deal with Excessive

Stress and Burnout ☐ De-Escalation Techniques

Thank you for your time; it is truly appreciated!Jordyn A. Williams, M.Ed.


Appendix B

Resource Binder Evaluation

Unit Location (optional):

Grade Range of Students Serviced:

Please read each of the following questions and rate each using the provided scale.

1. How useful do you believe this resource binder will be for the needs of your classroom?

(1) Very Useful (2) Useful (3) Somewhat Useful (4) Not Useful

2. If not useful, what could be improved? ________________________________________________________________________________________________________________________________

3. What area(s) of this resource binder do you find to hold the most useful information? Introduction Differentiating Emotional Disturbance Instructional Strategies and Classroom Accommodations Behavioral Intervention and Support Strategies Teacher Self-Care Strategies

4. What area(s) of this resource binder do you find to hold the least useful information? Introduction Differentiating Emotional Disturbance Instructional Strategies and Classroom Accommodations Behavioral Intervention and Support Strategies Teacher Self-Care Strategies

5. How likely are you to continue using this resource binder in the future?

(1) Very Likely (2) Likely (3) Somewhat Likely (4) Unlikely

6. If unlikely, why? _______________________________________________________________________________________________________________________________

Thank you for your time and assistance!Jordyn A. Williams

[email protected]

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