By Sharon Wynne
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Extra info for AEPA Special Education: Emotional Disabilities 24
A number of resources are available for educators as resources for working with students with emotional disabilities. Some resources are professional or parent organizations that require membership. Others are agencies that provide information without membership. The benefits of these organizations may include websites, message boards, newsletters, journals, workshops, and conferences. e. emotional disturbance); social services; legal assistance; housing information and assistance; employment training and job search; or health (including mental health).
In behavioral observations, the description must be specific and measurable so that the observer will know exactly what constitutes instances and non-instances of the target behavior. Otherwise, reliability may be inaccurate. Pinpoint- Specifying and describing the target behavior for change in measurable and precise terms. “On time for class” may be interpreted as arriving physically in the classroom when the tardy bell has finished ringing or it may mean being at the pencil sharpener or it may mean being in one’s in seat and ready to begin work when the bell has finished ringing.
Suite 500, Washington DC 20005 Promote service and action on behalf of the needs and rights of young children, with emphasis on provision of educational services and resources. W. org . C. org EMOTIONAL DISABILITIES 33 Work to promote the general welfare of persons with mental retardation; facilitate research and information dissemination relative to causes, treatment, and prevention of mental retardation. Establish and run programs for individuals with physical impairments, usually including diagnostic services, speech therapy, preschool services, physical therapy, and occupational therapy.
AEPA Special Education: Emotional Disabilities 24 by Sharon Wynne