Identifying Stressors
MEMO:
Because students with EBD often struggle with outbursts of behaviors that can be directly related to situations that they are confronted with, having a scale like this to help them identify what those stressors are can be a valuable tool. This scale would be used several times throughout the year to help students identify for themselves what their behavioral stressors are. These are put into their journals as they are written so that when one of these situations does arise students can identify it and write about that experience with a better understanding of what happened and what caused their loss of control. Students feel supported when they see that teachers are respecting their struggles by helping them find solutions to them.
Stoutjesdijk, Regina, Scholte, Evert M., Swaab, Hanna (2011). Special needs characteristics of children with emotional and behavioral disorders that affect inclusion in regular education.Journal of Emotional and Behavioral Disorders,20(2),92-104.
Yell, M. L., Busch, T. W., Rogers, D. C. (2008). Planning instruction and monitoring student performance. Beyond Behavior, 17(2), 31-38.
Buron, K., & Curtis, M. (2012, October 12). The incredible 5-point scale – the significantly improved and expanded second edition: assisting students in understanding social interactions and controlling their emotional responses.
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