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Intro & How does this information relate to my experience (internship, coaching, family)?

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Intro & How does this information relate to my experience (internship, coaching, family)?

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The reason why I chose this article is that I've always been very interested in helping students who struggle with SEBD. When I was working as an RBT, I had patients that I would work with daily who struggled with SEBD. Other behavioral technicians would find it challenging and hard to work with these types of students, and yes, it can be both rewarding and challenging, but I was always willing to take on the work in working with the students because I wanted to see them grow and provide them with positive support. I'm a huge advocate when it comes to mental health and speaking up for children and those who struggle with a disability or disorder.

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This article provides research-based data on statistics with students who struggle with social-emotional and behavioral difficulties (SEBD). Students with social–emotional and behavioral difficulties (SEBD) struggle with behavior problems, problems in social functioning, and impaired academic performance; they face the worst prospects of any student group during and after their school career (Bradley et al., 2008).

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How does this article relate to the textbook and/or other course resources? 

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How does this article relate to the textbook and/or other course resources? 

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The article I've chosen relates to the book because both sources discuss students with social, emotional, and behavioral difficulties (SEBD).

This article relates to the textbook's chapters 9 and 10, which discuss students with emotional behavioral disorders. This article also relates to ch. 9 discussion on Anthony (emotional/behavioral disorders, see pg. 245)

They both emphasize the importance of intervention, treatment, and special education services. The article I’ve chosen also provides data and statistics that correlate with the source's research, providing techniques and goals.

Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2024). Exceptional lives: Practice, progress, & dignity in today’s schools (10th ed.). Upper Saddle River, NJ: Pearson.

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How does this information help me promote inclusion (opportunities for individuals with disabilities to be included in all environments) and equitable, culturally responsive practices?

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How does this information help me promote inclusion (opportunities for individuals with disabilities to be included in all environments) and equitable, culturally responsive practices?

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A critical step in integrating children with disabilities is assessing their individual needs and abilities. Assessment should be a collaborative effort, involving input from teachers, special education professionals, parents, and, where appropriate, the students themselves. By understanding a child’s cognitive, social, emotional, and physical needs, educators can develop personalized learning plans that enhance their educational experience.

Developing supportive learning environments

UDL- design learning environments that serve all students from the start

Create and ensure sensory-friendly classrooms

Develop Individualized Education Plans (IEPS) that are truly individual

Train teachers in differentiated instruction and implement behavior support plans proactively

Ensure teacher training and professional development

Ensure accessible learning environments and use assistive technologies appropriately

Foster peer support and social inclusion

Collaborating with families and specialists

Ensure parent and community involvement

Implementing effective teaching strategies

Offer flexible scheduling and curriculum modification

Monitoring Progress and Adapting Approaches

Promote an inclusive school culture and organize inclusive extracurricular activities

Sekin, Figen, (2025, April 11).

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Have I observed this in my internship or in another setting? How has my thinking grown and changed as a result of reading this? What have I, personally,  learned?

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Have I observed this in my internship or in another setting? How has my thinking grown and changed as a result of reading this? What have I, personally,  learned?

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When I first started working as an RBT in an ABA center, I was paired with a patient who struggled with SEBD. During the evaluation and assessments, my partner and I both witnessed him lose control of his emotions, which led to him destroying tables, chairs, and toys. He would become aggressive at times and hit or bite me and my partner. Eventually, we put him under a behavior intervention plan (BIP). And we set up weekly meetings with his mother. We used visual aids, discrete trial training (DTT), positive reinforcement techniques, antecedent-based interventions (ABI), extinction procedures, teaching coping mechanisms, understanding positive and negative reinforcement, and addressing specific behavior functions. Taking this course and learning the course modules along with the book and the articles has helped me look back at my RBT days and helped me have a better understanding and better insight into the patients I was paired up to help and collect data, and run assessments on.

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Zweers, I., van de Schoot, R. A. G. J., Tick, N. T., Depaoli, S., Clifton, J. P., de Castro, B. O., & Bijstra, J. O. (2021). Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education. International Journal of Behavioral Development, 45(1), 59–68. https://doi.org/10.1177/0165025420915527

Sekin, Figen, (2025, April 11). 10 strategies for integrating children with disabilities in schools. WINSS. Retrieved from https://www.winssolutions.org/integrating-children-with-disabilities/