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Bookshare | An Accessible Online Library for people with print disabilities

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Bookshare makes reading easier. People with dyslexia, blindness, cerebral palsy, and other reading barriers can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading.

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Saturday, November 14, 2020
Virtual Benefit with Exclusive Performance

PACER guests will spend the evening being entertained by Motown great Smokey Robinson, who has been called "the reigning genius of Top 40" and "America's greatest living songwriter." He is best known for more than 30 chart-topping hits, including "Tears of a Clown," "You've Really Got a Hold on Me," and "I Second That Emotion," all performed in his amazing high tenor voice.

This spectacular evening celebrates PACER's work on behalf of families of children with disabilities and all students who are bullied.
Ticket Sales Are Open When: October 10, 2020
Join PACER Center for a special virtual event with Dr. Bravada Garrett-Akinsanya and PACER's Children's Mental Health Project staff on Saturday, Oct. 10, from 9:00 a.m. to 12:00 p.m.

Dr. Garrett-Akinsanya is a clinical psychologist and nationally recognized expert in mental health, diversity, and multiculturalism. At this free webinar, she will discuss strategies that families and professionals can use to support the emotional wellness of children and youth during the COVID-19 pandemic.

Following Dr. Akinsanya's presentation, PACER's Children's Mental Health Project staff will present a brief session featuring recorded interviews with members of PACER's Youth Advisory Board on tips and strategies for support at school.

This virtual event is sponsored by PACER's MN Statewide Family Engagement Center and the Children's Mental Health Project.

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PACER Center - Champions for Children with Disabilities

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PACER guests will spend the evening being entertained by Motown great Smokey Robinson, who has been called "the reigning genius of Top 40" and "America's greatest living songwriter." He is best known for more than 30 chart-topping hits, including "Tears of a Clown," "You've Really Got a Hold on Me," and "I Second That Emotion," all performed in his amazing high tenor voice.

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Welcome

Welcome to the Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Click here to learn more about alternative access methods.

You may write your own books using pictures from the huge collection at Flickr or pictures you upload. All books should be complete, edited, and revised to the best of your ability before publishing them to the site. While you are working on them, please save them as drafts.

Note the little well icon in the upper left corner of the page; clicking it will allow you to access the main menu. You can also click the settings icon to change settings on some pages.

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Welcome to the Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Click here to learn more about alternative access methods.

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In a preschool classroom, some of the 3- and 4-year-old children smile, laugh, and giggle during free play; are curious about what happens next during story time; ask what and why questions while doing hands-on activities; and use words to express feelings and needs. In the toy area, Tom and Juan both reach for a small blue car. Tom says, "May I please have it first, then you have it later?" Juan replies, "You have it for five minutes and then I have it for five minutes." Noticing this exchange, their teacher says, "Tom and Juan, you are talking about taking turns. What a great way to play together!"

Tom, Juan, and their classmates are a model of social and emotional health in preschool. Children who are socially and emotionally healthy tend to demonstrate, and continue to develop, several important behaviors and skills (adapted from McClellan & Katz 2001 and Bilmes 2012). They

Are usually in a positive mood

Listen and follow directions

Have close relationships with caregivers and peers

Care about friends and show interest in others

Recognize, label, and manage their own emotions

Understand others' emotions and show empathy

Express wishes and preferences clearly

Gain access to ongoing play and group activities

Are able to play, negotiate, and compromise with others

Why social and emotional health matters

Children's social and emotional health affects their overall development and learning. Research indicates that children who are mentally healthy tend to be happier, show greater motivation to learn, have a more positive attitude toward school, more eagerly participate in class activities, and demonstrate higher academic performance than less mentally healthy peers (Hyson 2004; Kostelnik et al. 2015). Children who exhibit social and emotional difficulties tend to have trouble following directions and participating in learning activities. Compared with healthier peers, they may be more likely to suffer rejection by classmates, have low self-esteem, do poorly in school, and be suspended (Hyson 2004; Kostelnik et al. 2015). Thus, children's social and emotional health is just as important as their physical health, and affects their capacity to develop and potential to lead a fulfilling life.

Teachers can promote children's social and emotional health in many ways, for example, by organizing a material-rich environment to stimulate social interactions among children. This article focuses on two of the most important practices: building trusting relationships and conducting intentional teaching.

Establish trusting relationships

Young children develop and learn in the context of relationships. A trusting and caring teacher-child relationship is essential for children's optimum development (Raikes & Edwards 2009). Children who have trusting relationships with their teachers are, on average, more willing to ask questions, solve problems, try new tasks, and express their thinking than their peers without such relationships (O'Connor & McCartney 2007). In her work supervising student teachers, Ho (the first author) often sees children developing positive social and emotional health as a result of close relationships with their teachers. For example, children learn to use words to express their feelings-such as Amy saying to Emily, "I am sad when you use hurting words!"-and to show empathy-as when Arjun gently pats Brian's head and says, "Are you okay? Do you want to hold the teddy bear?"

Children benefit socially, emotionally, and academically when teachers intentionally create close, trusting relationships (Palermo et al. 2007). But gaining the trust of every child is not as simple as being nice and engaging. How can teachers create trusting relationships with all of the children? Consistently offering warmth, affection, respect, and caring is essential.

Showing warmth and affection consistently

Warmth and affection-even on bad days and when children are misbehaving-are critical to children's well-being in early education settings (Ostrosky & Jung 2005). They contribute to developing secure relationships between children and adults, provide models of gentle behavior, and are linked with children's ability to interact positively with peers (Twardosz 2005). The preschoolers we observed used gentle hands and kind words and positively interacted with peers most of the time. Their social and emotional well-being was nourished by their teachers' warmth and affection, which is shown in the following examples:

Ms. Johnson displays a pleasant facial expression throughout the day. She smiles when greeting children in the morning, says goodbye in the afternoon, and acknowledges children's appropriate behaviors.

Mr. Logan uses the appropriate tone of voice at all times. His speech is at normal pitch and volume; his tone is relaxed and soft. Even when he has to redirect a child's behavior, he remains calm and warm to convey that his concern is with the behavior-not the child.

Ms. Aragon gives appropriate touches when necessary, such as a pat on the back, a handshake, hugs, and brief tickles.

Ms. Lizama moves physically close to the children and bends or crouches to be at the children's eye level while talking to them.

Mr. Sharma often uses loving comments to show he cares: "I am so happy to see you this morning!," "I missed you yesterday," "I love seeing your smile!" And he is careful to make such comments to all of the children in his classroom.

Respecting and caring about every child

Showing respect is a key way to connect with children and strengthen positive relationships. It helps children feel more confident and competent to explore and learn (Dombro, Jablon, & Stetson 2011). Ms. Carnes establishes and maintains close personal bonds with every child in her classroom by consistently acting in respectful and caring ways. Specifically, she

Listens with full attenti on and restates what children say (often also seizing the opportunity to expose the children to new vocabulary). Jason, a 4-year-old, says, "Look, I made a truck with lots of Legos!" Ms. Carnes replies, "Oh, I see, Jason. You built a truck with dozens of Legos." Jason adds, "I use this truck to deliver apples and bananas to the grocery store." Ms. Carnes responds, "Using a truck to deliver nutritious fruits to the grocery store is helpful." Listening to children attentively and reflectively enhances their self-worth and confidence. When teachers actively listen to children, they convey that they care about what the children have to say, and the children are more likely to share their thoughts, ideas, feelings, and stories.

Accepts and reflects children's feel ings. Frowning, Jasper says to the teacher, "Michael has all the big blocks!" Ms. Carnes responds, "Jasper, you seem upset that there are no more large blocks to build with right now. It is difficult to wait!" Amy says with enthusiasm, "We are about to go outside!" Ms. Carnes answers, "The sparkles in your eyes tell me you can hardly wait to go outside. You are excited." When they accept and reflect children's feelings, teachers exhibit sensitivity and caring in a way children understand. Teachers' acknowledgments make children feel heard and accepted (Duffy 2008). As a result, children feel safe to express their emotions-and receive support in identifying, labeling, and better understanding their emotions.

Spends private, quality time with individual chi ldren through one-on-one activities, such as story reading and game pla ying. Emily is sad when her mom leaves. Ms. Carnes reads her a book in a cozy corner with soft pillows and stuffed animals. Afterward, Emily is ready to explore and play in the classroom. Judy complains that no one wants to play with her at the tactile table. Ms. Carnes sits at the table and plays with Judy until another child joins the play. In addition, Ms. Carnes spends quality time with individual children by putting aside other work, moving to the child's level, and conversing openly with the child. Ms. Carnes keeps track to ensure that she speaks with each child regularly, which deepens their relationship and builds trust (Gartrell 2007). Ms. Carnes finds time for these conversations throughout the day, especially during greeting, free play, snack, lunch, and departure time.

Teach social and emotional skills intentionally

Helping children develop social and emotional skills is the heart and soul of any good program for young children (Gordon & Browne 2014). Teachers (and all caregivers) play key roles in helping children develop social and emotional competence (Kostelnik et al. 2015). Teachers can intentionally support children's social and emotional health by using children's books, planning activities, coaching on the spot, giving effective praise, modeling appropriate behaviors, and providing cues.

Warmth and affection-even on bad days and when children are misbehaving-are critical to children's well-being in early education.

Using children's books

Reading and discussing children's books is an excellent way to invite children to identify the characters' emotions and relate the characters' experiences to their own (Roberts & Crawford 2008). To introduce a new social or emotional skill, Ms. Coz carefully chooses high-quality books to read aloud at circle time. Sometimes she chooses books related to children's recent social and emotional behaviors in the classroom. When she sees some of the children having trouble sharing toys, she reads aloud The Rainbow Fish, by Marcus Pfister. When she finds a child crying because her friend hit her, Ms. Coz reads aloud Hands Are Not for Hitting, by Elizabeth Verdick. (See " Children's Books for Teaching Social and Emotional Skills," for more titles to consider.)

To connect the characters and situations in the book with the children's experiences, Ms. Coz plans to read the book at least twice and also add it to the classroom library. During the second reading, she asks meaningful questions: "What do you think the characters are feeling?," "How would you solve the problem?," "Can you use words from the story to explain how you feel when you . . .?," "What could we do differently if this happens in our classroom?" These open-ended questions enable children to talk about their own experiences, learn new vocabulary words, and practice social and emotional skills.

Planning activities

To extend and apply what children learn from reading stories, Ms. Coz plans follow-up activities, such as hands-on crafts, games, and songs. She often uses Book Nook guides, created by the Center on the Social and Emotional Foundations for Early Learning ( http://csefel.vanderbilt.edu/resources/strategies.html#booknook). These guides help her embed social and emotional development activities into daily routines, including read-alouds. (See " Activities for Supporting Children's Social and Emotional Learning " for some ideas adapted from Book Nook guides.)

Coaching on the spot

When they coach children on the spot, teachers help children realize what they are doing, understand how their actions affect others, and choose positive alternatives (Riley et al. 2008). For example, when Ryan and Ethan build a firehouse in the block area, Ethan grabs the fire truck from Ryan, and Ryan cries. Ms. Coz crouches down at Ethan's level to look into his eyes; calmly and warmly, she says, "Ryan was still using the truck. When you took it away from him, he got upset. What could you do to make Ryan feel better?" After Ethan says he is sorry and gives back the fire truck, Ms. Coz says, "Next time if you want to play with the toy Ryan is using, could you ask if he will share?" Ms. Coz follows up by observing Ethan and providing immediate positive feedback on his desirable behavior.

Giving effective praise

Meaningful feedback pertinent to the task at hand in the form of effective praise is a powerful strategy for fostering children's social and emotional development (Kostelnik et al. 2015). To make praise effective, teachers describe specifically what they see-without generalizing, evaluating, or making comparisons. When Emily finishes her drawing, Ms. Coz notices her picture and her smile. Ms. Coz says, "I see a blue sky, a yellow sun, and green grass around the big brown tree. This picture makes you happy, doesn't it?" This praise is effective because Ms. Coz offers detailed, positive comments immediately after desirable behavior occurs. Noticing Ethan asking Ryan politely for a policewoman figure, Ms. Coz says, "Ethan, you used the magic words May I plea se? to ask for that policewoman while you and Ryan were building the firehouse together. Great job!" Smiling, Ethan responds, "We are friends and we can share things."

Modeling appropriate behavior

Children learn by observing other people, getting ideas about how new behaviors are formed, and using the ideas to guide their actions (Bandura 1977). Many studies have found that modeling-or demonstrating appropriate behaviors-teaches and enhances children's social and emotional skills (Katz & McClellan 1997; Hyson 2004). This research-based conclusion is evidenced in Ms. Coz's and Ms. Carnes's classes. Both teachers implement several noninvasive strategies-including modeling-that their center administrators created to support teachers in promoting socially and emotionally healthy behaviors. They display the strategies on the classroom wall and put them into action by

Moving closer to children, when needed, as a nonverbal cue to rethink behaviors

Modeling appropriate warm and respectful behavior throughout the day and at specific moments when a gentle reminder is needed

Using nonverbal gestures and contact (e.g., nodding the head, giving thumbs-up signs, and touching children gently on the shoulder) to send messages

Employing simple language (e.g., "Walking feet, please" and "Use gentle hands") to set expectations and give reminders

Acknowledging a kind act on the spot or praising a group effort for a job well done

Placing a hand-gently-on a child's hand to redirect attention and behavior

When children see teachers demonstrate these noninvasive strategies, they often smile, use their gentle hands, say please and thank you, give hugs and high fives, and use words to express their feelings.

In addition to being role models, the teachers use the children's appropriate behaviors to model social and emotional skills. They carefully observe and record details about how children apply the target skills, and they share their observations with the children through puppet shows during circle time. Using puppets to demonstrate children's appropriate behaviors helps children learn social and emotional skills meaningfully.

Providing cues

Providing cues to engage children in appropriate social behavior has been shown over time to improve their social behavior with their peers (Bovey & Strain 2005). Ms. Coz and Ms. Carnes often provide verbal cues to help some children participate in activities. Before playtime, for example, Ms. Carnes asks, "James, who are you going to ask to play with you at center time?" During playtime, she suggests, "Saanvi, can you ask Anna to build an airplane with you?" To teach sharing and turn taking, Ms. Coz asks Steven, who has been waiting to play with a toy dolphin for a while, "What magic words could you use to have a turn with the dolphin John is using?"

Both Ms. Coz and Ms. Carnes prominently display visual cues in their classrooms to assist children's social and emotional interactions. For example, they provide teacher-made hand puppets to guide children to use quiet voices, helping hands, and walking feet. To help children calm down, they also created a "push wall"-a designated spot on the wall to push anger out-and use puppets to demonstrate the strategy. These puppets, demonstrations, and explanations are essential for clarifying and modeling appropriate behavior-and the visual cues are essential for reminding the children to practice what they have learned. Long-term visual cues function like a third teacher in the sense that children use the cues to remind one another of solutions and appropriate actions.

Teachers and caregivers promote children's social and emotional health by establishing trusting relationships, created when teachers express warmth, affection, and respect. Teachers can intentionally teach and enhance these skills using evidence-based strategies to teach, model, and reinforce positive behaviors. As evidenced in the preschool classrooms we observed, teachers who prioritize developing children's social and emotional health are richly rewarded with happy, engaged children who learn to avoid and resolve conflicts, share and take turns, and express their emotions in productive ways.

Children's Books for Teaching Social and Emotional Skills

Can You Be a Friend?, by Nita Everly

Care Bears Caring Contest, by Nancy Parent, illus. by David Stein

Fox Makes Friends, by Adam Relf

How Do Dinosaurs Play with Their Friends?, by Jane Yolen and Mark Teague

How I Feel Frustrated, by Marcia Leonard

I Can Do It Myself (a Sesame Street Series), by Emily Perl Kingsley, illus. by Richard Brown

I'm in Charge of Me!, by David Parker, illus. by Sylvia Walker

Mouse Was Mad, by Linda Urban, illus. by Henry Cole

My Many Colored Days, by Dr. Seuss, illus. by Steve Johnson and Lou Fancher

Sharing: How Kindness Grows, by Fran Shaw, illus. by Miki Sakamoto

When I'm Feeling Sad, by Trace Moroney

When Sophie Gets Angry-Really, Really Angry, by Molly Bang

Activities for Supporting Children's Social and Emotional Learning

Helping hands chain: Trace and cut out multiple hands for each child. Place them in a pocket or baggie that is easily accessible. As you recognize a child's helping hand behavior, have the child get a hand from their pocket and connect it to the class's helping hand chain. The hands can be placed on the wall to wrap around the room. On a regular basis, celebrate how long the helping hand chain is getting!

Hand puppets: Create character puppets by having children color or paint the pictures, cut them out, and glue them to craft sticks. Once dry, children can bring their puppets to circle time and act out the story while you read the story aloud. Later, they can take the puppets to the story area or puppet center.

Moving to music: Choose songs with lyrics that encourage movement. Before you start, remind the children that they need to listen closely to the words so they know what actions to take. Classic songs like "Head, Shoulders, Knees, and Toes" work well. Many children's CDs have great songs that involve following directions (try "My Ups and Downs," and "Hands Are for Clapping," by Jim Gill). Do the motions with the children as you listen to the songs. After listening to each song several times, children will build confidence and know which motions to do on their own. Point out to the children that they know what to do because they are being such good listeners.

Pass the feeling bag: Place an assortment of scenario picture cards in a bag. As music plays, the children pass the bag. When the music stops, one child picks out a card and identifies it. Have the child talk about how each scenario or item makes him feel and why. Allow children to take turns pulling out picture cards.

Feeling faces collage: Have children cut out different feeling faces from magazines. Mix nontoxic glue and water together in a small bowl. The children put the pictures on top of a piece of paper, take a paintbrush and dip it in glue solution, and paint over their pictures. They can hang their feeling faces collages on the wall.

Share box: Create a special share box that is only introduced during circle time. Children can decorate the box with primary colors or with a bold pattern. Inside the box, place items that can be shared, such as musical instruments, a box of chunky sidewalk chalk, playdough, or several sensory bottles.

Singing: After a story about sharing with friends, sing "Share, share, share your toys; share them with a friend. Share, share, share your toys, let's all play pretend," to the tune of "Row, Row, Row Your Boat." After a story about feelings, sing "If You're Happy and You Know It" with a variety of emotions and body gestures.

Note: Adapted with permission from Book Nook, created by the Center on the Social and Emotional Foundations for Early Learning. To use Book Nook guides at no cost, visit http://csefel.vanderbilt.edu/resources/strategies.html#booknook.

References

Bandura, A. 1977. Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.

Bilmes, J. 2012. Beyond Behavior Manage ment: The Six Life Skills Childre n Need, 2nd ed. St. Paul, MN: Redleaf.

Bovey, T., & P. Strain. 2005. "Strategies for Increasing Peer Social Interactions: Prompting and Acknowledgment." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb17.pdf.

Dombro, A.L., J. Jablon, & C. Stetson. 2011. Powerful Interactions: How to Connect with Children to Extend Their Learning. Washington, DC: National Association for the Education of Young Children (NAEYC).

Duffy, R. 2008. "Are Feelings Fixable?" Exchange 30 (6): 87-90.

Gartrell, D. 2007. A Guidance Approach for the Encouraging Classroom, 4th ed. Florence, KY: Thomson Delmar Learning.

Gordon, A.M., & K.W. Browne. 2014. Beginnings and Beyond: Foundati ons in Early Childhood Education, 9th ed. Belmont, CA: Cengage.

Hyson, M. 2004. The Emotional Development of Young Chil dren: Building an Emotion-Centered Curric ulum, 2nd ed. New York: Teachers College Press.

Katz, L.G., & D.E. McClellan. 1997. Fostering Children's Social Competence: The Teacher's Role. Washington, DC: NAEYC.

Kostelnik, M.J., A.K. Soderman, A.P. Whiren, M.L. Rupiper, & K.M. Gregory. 2015. Guiding Children's Social Development and L earning: Theory and Skills, 8th ed. Stamford, CT: Cengage.

McClellan, D., & L.G. Katz. 2001. "Assessing Young Children's Social Competence." Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. http://files.eric.ed.gov/fulltext/ED450953.pdf.

O'Connor, E., & K. McCartney. 2007. "Examining Teacher-Child Relationships and Achievement as Part of an Ecological Model of Development." American Educational R esearch Journal 44 (2): 340-69.

Ostrosky, M.M., & E.Y. Jung. 2005. "Building Positive Teacher-Child Relationships." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb12.pdf.

Palermo, F., L.D. Hanish, C.L. Martin, R.A. Fabes, & M. Reiser. 2007. "Preschoolers' Academic Readiness: What Role Does the Teacher-Child Relationship Play?" Early Childhood Research Quarterly 22 (4): 407-22. www.ncbi.nlm.nih.gov/pmc/articles/PMC3856866.

Raikes, H.H., & C.P. Edwards. 2009. Exte nding the Dance in Infant and Toddler Caregiving: Enhancing Attachment and Relationships. Baltimore, MD: Brookes.

Riley, D., R.R. San Juan, J. Klinkner, & A. Ramminger. 2008. Social and Emotional Developm ent: Connecting Science and Practice in Early Childhood Settings. St. Paul, MN: Redleaf; Washington, DC: NAEYC.

Roberts, S.K., & P.A. Crawford. 2008. "Real Life Calls for Real Books: Literature to Help Children Cope with Family Stressors." Young Children 63 (5): 12-17.

Twardosz, S. 2005. "Expressing Warmth and Affection to Children." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb20.pdf.

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Promoting Young Children's Social and Emotional Health

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Trusting relationships and intentional teaching improve young children's social and emotional health.

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If you want to use one of the articles below, simply do the following:

1. Send me the complete details of the publication (e.g. URL, name, date, issue number).

2. Include this statement at the top of the article (under the title):

This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

COPYRIGHT

Do you want to use an article? You can! Simply do the following:

1) Email me with complete details of the publication (e.g. URL, name, date, issue number).

2) Include this statement at the top of the article (under the title):

This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

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If you want to use one of the articles below, simply do the following: Send me the complete details of the publication (e.g. URL, name, date, issue number). Include this statement at the top of the article (under the title): This article is from the website of Dr. Paula Kluth.

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Page 2: Learning Key Behavior Principles

As we discussed on the previous page, consequences can either increase or decrease the probability that a student's behavior will reoccur. Of course, it is not always easy to know what effect a consequence will have until teachers are able to observe future behavior. For example, a teacher might assume that keeping a student in at recess will decrease an unwanted behavior. However, the actual effect of the consequence cannot be determined until he or she can observe whether the behavior does, in fact, decrease. Teachers who effectively change student behavior frequently use one of the following types of consequences:

Positive reinforcement

Negative reinforcement

Punishment

Extinction

Positive Reinforcement

Positive reinforcement is a means by which teachers can increase the probability that a behavior will occur in the future. A teacher uses positive reinforcement when he or she provides something that is pleasant. Positive reinforcement is often thought of as a reward.

Negative Reinforcement

Negative reinforcement is also a means by which teachers can increase the probability that a behavior will occur in the future. A teacher uses negative reinforcement when he or she removes something that is unpleasant. Negative reinforcement is often thought of as relief from something aversive (e.g., boring class work).

Positive Punishment

Positive punishment is a means by which teachers can decrease the probability that a behavior will occur in the future. A teacher uses positive punishment when he or she provides something that is unpleasant.

Negative Punishment

Negative punishment is also a means by which teachers can decrease the probability that a behavior will occur in the future. A teacher uses negative punishment when he or she removes something that is pleasant. "Time-out," for example, is a commonly used form of negative punishment.

The use of punishment to change behavior runs contrary to most schools' philosophies, and is not recommended. It is usually more productive to use positive reinforcement to increase a desired behavior than it is to use punishment to decrease an undesirable one.

Extinction

Extinction refers to the withholding of something that is pleasant in order to eliminate the likelihood that a behavior will occur in the future.

Extinction is often difficult to use on its own in a classroom because it:

Does not produce a quick change in behavior

Depends on the ability to control all sources of reinforcement (e.g., peer laughter)

Often results in an extinction burst, a situation in which the behavior gets worse before it gets better. Consider a student who yells out answers to the teacher's questions without raising her hand. A teacher who decided to put this behavior on extinction would refrain from responding to the student's comments. In an extinction burst, the initial ignoring is followed by an increase in the rate of talking out as the student tries even harder to get the teacher's attention. The talking-out behavior may even escalate to yelling or other extreme behaviors.

Is susceptible to spontaneous recovery, instances in which previously extinguished behavior reappears unexpectedly

If a teacher chooses to use extinction, it should be paired with positive interventions, as described later in this module. Please note that extinction should not be used with difficult or dangerous behaviors.

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IRIS | Page 2: Learning Key Behavior Principles

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As we discussed on the previous page, consequences can either increase or decrease the probability that a student's behavior will reoccur. Of course, it is not always easy to know what effect a consequence will have until teachers are able to observe future behavior.

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Universal Design for Learning Implementation and Research Network

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UDL Resources - Universal Design for Learning Implementation and Research Network

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There are hundreds of UDL-focused resources on Learning Designed for you to explore! Here are aÂ few high profile, UDL-IRN created resources to kick off your resource exploration. A Blueprint for UDL Based on our experiences, we lay out some specific...

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To find what you need quickly, sort the practices by age level and duration.

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At a glance

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to eligible students.

IDEA covers 13 disability categories.

Not every student who struggles in school qualifies.

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students. But not every child who struggles in school qualifies. To be covered, a child's school performance must be "adversely affected" by a disability in one of the 13 categories below.

1. Specific learning disability (SLD)

The "specific learning disability" (SLD) category covers a specific group of learning challenges. These conditions affect a child's ability to read, write, listen, speak, reason, or do math. Here are some examples of what could fall into this category:

SLD is the most common category under IDEA. In the 2018-19 school year, around 33 percent of students who qualified did so under this category.

2. Other health impairment

The "other health impairment" category covers conditions that limit a child's strength, energy, or alertness. One example is ADHD, which impacts attention and executive function.

3. Autism spectrum disorder (ASD)

ASD is a developmental disability. It involves a wide range of symptoms, but it mainly affects a child's social and communication skills. It can also impact behavior.

Various mental health issues can fall under the "emotional disturbance" category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression. (Some of these may also be covered under "other health impairment.")

5. Speech or language impairment

This category covers difficulties with speech or language. A common example is stuttering. Other examples are trouble pronouncing words or making sounds with the voice. It also covers language problems that make it hard for kids to understand words or express themselves.

6. Visual impairment, including blindness

A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn't qualify.

Kids with a diagnosis of deafness fall under this category. These are kids who can't hear most or all sounds, even with a hearing aid.

The term "hearing impairment" refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.

Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can't meet them.

10. Orthopedic impairment

An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

11. Intellectual disability

Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of a condition that involves an intellectual disability.

12. Traumatic brain injury

This is a brain injury caused by an accident or some kind of physical force.

13. Multiple disabilities

A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can't be met in a program designed for any one disability.

Having a disability is not enough to qualify for special education. The disability has to have an "adverse effect" on a child's education.

Key takeaways

Each of the 13 disability categories in IDEA can cover a range of difficulties.

Dyslexia, dyscalculia, and written expression disorder fall under the "specific learning disability" category.

"Other health impairment" can cover ADHD.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Rayma Griffin, MA, MEd has spent 40 years working with children with learning and thinking differences in the classroom and as an administrator.

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See a list of the 13 IDEA disability categories. Find out which disabilities can qualify kids for special education.

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Many interventions exist for autism. The interventions that researchers have shown to be effective are called evidence-based practices (EBPs). With a number of potential EBPs to choose from, it is important to follow a process to select the most appropriate practice for your learner. Before beginning any new practice or intervention with a learner, it is important to follow four general planning steps. The four-step process includes:

1. Identifying the behavior

2. Establishing an observable and measurable goal or outcome

3. Identifying potential EBPs based on research (NCAEP Domain Matrix), and

4. Choosing a specific EBP (consider learner and family characteristics, team characteristics, clues on the goal/outcome, and other resources).

To learn more about the process for selecting an evidence-based practice, please see Selecting an Evidence-Based Practice module.

If you are familiar with selecting an evidence-based practice process and just need guidance with choosing an EBP, please use the IEP to EBP Tool (button located below). The IEP to EBP Tool assists with selecting an evidence-based practice (EBP) to use with a learner. The tool guides you through National Clearinghouse on Autism Evidence and Practice (NCAEP) Domain Matrix to identify a list of potential EBPs to use and then to choose one EBP by considering:

1. learner/family priorities, preferences and characteristics,

2. teacher/team characteristics,

3. clues found in the target goal/skill/behavior, and

4. other resources available.

Resources to use along with this tool:
Suggested citation:
Waters, V., Sam, A., Dees, R., & AFIRM Team. (2022). IEP to EBP Tool. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Resources and Modules. https://afirm.fpg.unc.edu/selecting-ebp

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Many interventions exist for autism. The interventions that researchers have shown to be effective are called evidence-based practices (EBPs). With a number of potential EBPs to choose from, it is important to follow a process to select the most appropriate practice for your learner.

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Participants will take part in a two-day virtual training to: learn about the NPDC model; learn about program quality for autistic students; select and scale goals to monitor progress (goal attainment scaling); understand and select evidence-based practices to address a goal; imp…

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If someone emailed you this link, please let them know that (for security reasons) they need to enter an access key in LiveBinders to share a private binder or shelf.

If this is your binder, please log in (top right on this page.)

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If someone emailed you this link, please let them know that (for security reasons) they need to enter an access key in LiveBinders to share a private binder or shelf. If this is your binder, please log in (top right on this page.)

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This parent brief from the TIES Center focuses on developing Individualized Education Programs (IEPs) that support inclusive education for students with the most significant cognitive disabilities. This is especially critical for students who participate in a state alternate assessment aligned to alternate academic achievement standards. The brief identifies specific ways in which the IEPs of students with the most significant cognitive disabilities can be written to support inclusion in the general education curriculum and, ideally, the general education classroom. Find out more about this brief, the TIES Center itself, and what other great materials it offers.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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This parent brief from the TIES Center focuses on developing Individualized Education Programs (IEPs) that support inclusive education for students with the most significant cognitive disabilities. This is especially critical for students who participate in a state alternate assessment aligned to alternate academic achievement standards.

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Official DEC 2014 Recommended Practices.pdf on Egnyte

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Bibliomania - Free Online Literature and Study Guides
Bibliomania brings you the internet's best collection of classic texts and study resources.

The fiction section has the complete, fully searchable texts of hundreds of novels.

The Poetry section has world famous poems by everyone from Blake to Keats, together with the Oxford Collected English verse and Collected French verse.
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Enjoy our books. Much more information and our a huge short story collection can be found on the frames version of Bibliomania.

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Bibliomania - Free Online Literature and Study Guides

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Bibliomania - Free Online Literature and Study Guides Bibliomania brings you the internet's best collection of classic texts and study resources. The fiction section has the complete, fully searchable texts of hundreds of novels. The Poetry section has world famous poems by everyone from Blake to Keats, together with the Oxford Collected English verse and Collected French verse.

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Great Websites for Kids is no longer an active, maintained site. In 2016, in response to emerging technology trends, the Association for Library Service to Children's Board of Directors approved the evolution of the Great Websites for Kids Committee into the Notable Children's Digital Media Committee, whose charge is to evaluate, select, annotate, and present a list of notable digital media of interest to children. Find the Notable Children's Digital Media lists at http://www.ala.org/alsc/awardsgrants/notalists/ncdm.

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Great Websites for Kids has been retired.

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Great Websites for Kids is no longer an active, maintained site. In 2016, in response to emerging technology trends, the Association for Library Service to Children's Board of Directors approved the evolution of the Great Websites for Kids Committee into the Notable Children's Digital Media Committee, whose charge is to evaluate, select, annotate, and present a list of notable digital media of interest to children.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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This is a collection of public domain and open access documents with a focus on American and English literature as well as Western philosophy. Its purpose is to help facilitate a person's liberal arts education. "Big ideas don't fit on a mobile."

Discover what books you consider "great". Take the Great Books Survey.

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This is a collection of public domain and open access documents with a focus on American and English literature as well as Western philosophy. Its purpose is to help facilitate a person's liberal arts education. "Big ideas don't fit on a mobile." Discover what books you consider "great".