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Students with disabilities often present co-occurring behavioral challenges due to their neurological challenges and other health related impairments (e.g., attention disorder/hyperactivity). Social-emotional learning is integral to promoting success for all students, especially students with IESPs. Research has shown that social emotional learning and emotional intelligence contributes to students’ academic achievement and enhances their prosocial behaviors including empathy, sharing and motivation for learning. The resources for this topic include positive behavioral supports for students with disabilities, trauma sensitive teaching practices and activities, and suggested mindfulness strategies to support students both in school and home.
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Behavior
Behavior
PBIS World provides descriptive characteristics about a multitude of challenging behaviors demonstrated by students with quick reference to extensive interventions ranging from Tier I-Tier III level.
Child Mind Institute article discusses the brain science behind building positive relationships with students and the relationship between increased engagement in learning and academic success.
Child Development Institute article focuses specifically on students diagnosed with ADD and Learning Disabilities and provides cogent behavioral accommodations and strategies for implementation in classrooms.
YouTube video offers a digital model to explore feelings and strategies to help students regulate their emotions. Recommended primarily for students grades K-3.
This article from Child Mind Institute focuses on strategies for teachers to implement during remote learning to manage students’ disruptive behavior.
Best practices in proactive behavior management are explored in this Edutopia article focusing on building relationships with students, environmental strategies, and establishing expectations for students’ behavior.
Sample Antecedent Modification Charts.docxThe purpose of the A (antecedent), B (behavior), C (consequence) collection chart is to observe and document students’ behavior to determine the antecedent condition prior to the behavior, change/modify the antecedent situation, and reinforce the appropriate behavior.
The connection between disruptive behavior and anxiety is examined in this article (and other associated readings are included) from the Child Mind Institute.
Tips for creating a supportive learning environment and effectively managing virtual classrooms.
This Edutopia article identifies strategies to support students who have experienced emotional trauma by building resiliency through consistency, classroom guidelines, and initiating procedures and engagement systems.
Suggested proactive strategies ranging from environmental design, fostering social skills and interactions, and cognitive interventions to support students who demonstrate emotional challenges.
Positive Behavior Intervention & Supports.pdfThe tiered levels (Tier I-Tier III) of behavior intervention and supports are explained with specific strategies suggested for each level.
TT_Reframing_Classroom_Managment_Handouts.pdfThe model of classroom management proposed in this toolkit focuses on understanding behavior, the use of proactive strategies, and creating responsive classroom communities.
Trauma-Informed Care and Instruction
Trauma-Informed Care and Instruction
Stress-and-the-Brain_Turnaround-for-Children.pdfThis resource details the impact of stress on the developing brain and suggests supportive tools for educators to use.
Empathy, accommodations and collaborations with students and their families can help students with anxiety overcome their challenges to be successful.
This article summarizes current best-practices for implementing trauma-informed care to support students (ranging in age from young children to adolescence) who have been exposed to trauma.
A timely digital social story to share with children. This resource provides an opportunity to explore information and can segue to a discussion about children’s Covid19 experiences.
The Center on the Developing Child presents an explanation of the terms adverse childhood experiences (ACEs) and toxic stress. The webpage includes an infographic that answers to the most frequently asked questions (FAQs) and how to mitigate the effects of ACES and toxic to support children who have experienced trauma-videos are also included.
Social Emotional Learning
Social Emotional Learning
CASEL offers a comprehensive collection of social and emotional learning (SEL) tools and resources to inform and support educators, researchers, policymakers, and parents in the implementation of SEL.
WP-SolutionTree-Integrating_SEL_into_Remote_Learning.pdfInformation and suggested activities for integrating SEL during remote learning.
NYSSELBenchmarks.pdfGrade level benchmarks from NYSED, K-12, for teaching SEL in the areas of self-awareness and self-management, interpersonal skills and establishing positive relationships, and demonstrating ethical decision-making skills and responsible behaviors.
This resource from the Child Mind Institute addresses the importance of providing children with information and knowledge to reduce stress concerning the Coronavirus.
YouTube video highlighting the implementation of SEL in K-12 classrooms.
Mindfulness
Mindfulness
This resource from the Child Mind Institute provides mindfulness strategies to encourage students to self-regulate their behavior and focus on their learning.
This Edutopia article offers suggestions for adapting mindfulness practices with middle school students during remote learning.
The effect of mindfulness education in fostering self-regulation, attentional, and social emotional skills-a mindfulness toolkit is included for classroom use.
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