Don't Panic: An EI Teacher's Survival Guide

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A Survival Guide for Teaching Students with Emotional Impairments

M. DeCou
An EI Teacher’s Survival Guide
Page 2 of 44
Table of Contents
A Letter of Welcome 3
Your Students
Emotional Impairment Defined 5
Common Traits 6
Common Modifications and Accommodations 8
Getting to Know Your Students 9
Your Classroom and You
Classroom Philosophy and Rationale 12
Management Systems 13
Classroom Environment and Organization 14
Instructional Model 15
Teacher Personality and How Not to Cause Your Own Problems 16
Crisis Intervention 18
Your Program
Induction to the Program 20
Exiting the Program 21
Your Program and the Community
Where Do “Your Kids” Fit into the School Community? 22
How to Figure Out Your Parameters within Your New School 23
How to Build Empathy for EI students 24
Handling Parents 25
Appendixes
A - Useful Templates and Worksheets 26
B – Forms and Charts 36

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References 41
Hello and Welcome,
You are about to begin a strange, exciting, confusing, and (hopefully)
rewardingtime in your career: Your entrance into the Emotional Impaired
classroom.
Don’t Panic. While this may seem like a time to be scared, it is not. It is a
time to prepare for great things. You are about to test your professional
skill at a level that is not offered to every teacher. Don’t think of yourself as
a combatant; think of yourself as an Olympian. It is not you against your
students; it is you againstyourself. Your goal will be an internal goal, your
measure will be taken on an internal scale, and all that will matter is a
personal best.
The students will do their best to distract you—not for reasons in you but
for reasons in themselves. Never think of them as your adversaries! They
are precious individuals placedin your care. But do think about their
problems. Think of their problems like a diver thinks about the heightof
the divingboard, like the pole vaulter thinks about the raise of the bar, or
the runner thinks about the time of the race. Empathize with the individual
but objectify their difficulties.
Keep a clear head, a calm mind, and above all don’t panic.
Wishingyou the best of luck,

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M. DeCou
Your Students

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(Watterson, 1992, p. 63)
Emotional Impairment Defined

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Here are the official definitions of Emotional Impairments. I have
highlighted the parts of the definitions that deal with the common traits of
the disabilitythat will be the most important in the classroom.
1) The emotionallyimpairedshall be determined through
manifestation of behavioral problems primarilyin the affective
domain, over an extended period of time, which adversely
affects the person’s education to the extent that the person
cannot profit from regular learningexperiences withoutspecial
education support. The problems result in behaviors
manifestedby one or more of the followingcharacteristics:
a) Inabilityto build and maintain satisfactoryinterpersonal
relationships within the school environment.
b) Inappropriate types of behavior or feelings under normal
circumstances.
c) General, pervasive mood of unhappiness or depression.
d) Tendencyto develop physical symptoms or fears
associatedwith personal or school problems.
2) The term “emotionallyimpaired”also includes persons who, in
addition to the above characteristics, exhibitmaladaptive
behaviors relatedto schizophreniaor similar disorders.
3) The term emotionallyimpaireddoes not include persons who
are sociallymaladjustedunless it is determined that such
persons are emotionallyimpaired.

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(Watterson, 1996, p.131)
Common Traits
As a group, EI students are not unifiedby difficulties with processing
or understandingcurriculuminformation (cognitive domain) or the physical
activities carriedout in the classroom(psychomotor domain). While
individuals mayhave difficulties in these areas, EI students, as a group, are
unifiedby difficulties in the affective domain (emotions and feelings). Here
are some common traits of EI students (Best Practices for Behavior
Disorders, 2009; Cullinan, 2007; Bridges 4 Kids, 2009):
 Hyperactivity – Students have short attention spans and tend to be
impulsive.
 Easily distracted from classroomactivities.
 Aggression – They
may often act out,
fight, or exhibitself-
injurious behaviors,
 May exhibit bullying
behaviors and rely on
intimidation,
 Withdrawal–
Students may not
initiate social interaction with others or retreat from social situations.

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(Watterson, 1991, p.
27)
27)
 May often seem pre-occupied.
 Fear or anxiety – They may have deep rooted fears attached to social
situations or exhibitanxious behavior in group settings.
 Has extreme difficultyworkingin groups.
 Immaturity – Students may often cry with little provocation or in an
inappropriate context, throw temper tantrums, or exhibitpoor coping
skills when situations
fluctuate.
 Has little to no
regardfor personal
space and/or
belongings.
 Truancy – They are often absent or late to school and may have
excessive tardies when in attendance.
 Will often try to manipulate situations to avoid
blame or create distraction.
 Disruptive – The student will tend to speak what
is on his or her mind when the thought occurs and will often
disregardclassroomrules.
 Will often have low self-esteem, even if their behavior seems
confident.

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Affective
Curriculum
Social Skills
Building Self-
Esteem
Gaining Self-
Awareness
Career
Education
Building Self-
Control
Career
Education
Academic
programs
Vocation
programs
Transition
planning
Behavior
Behavior
Modification
Counseling
Anger
Management
Learning
contracts
Social
Support
Social Workers
Psychologists
Guidance
Counselors
 Dishonest – They may take materials, lie, or blame others for their
actions.
Common Modifications and Accommodations
Modifications for EI students (if no other disabilities are present) are
usuallylimited to modification of social settings. Smaller class size,
alternative school settings, and providinga secluded place to calmdown are
popular options.
Accommodations for EI students are slightlymore complex and may
fall under 4 general categories: Affective curriculum, career education,
behavior accommodations, and increasedsocial support (Best Practices for
Behavior Disorders, 2009; Bridges 4 Kids, 2009)

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Getting to Know Your Students
The first day of class shouldnot be your first introduction to your
students. Before you even meet them, you have their CA-60 (a master file
which is kept on the student throughouttheir school career) andtheir
IndividualizedEducation Plan. Payspecial attention to the students’ goals
and objectives because they are now YOUR goals and objects for teaching.
While the information given to you on paper is great, you need to get
information from the source as soon as possible. To understandyour
students on paper and in person, you will need to…
 Take time to talk to your students.
 Find out where and when their school troubles started.
 Discuss the problems that followedthem throughout their school
career.
Talkingis a wonderful way to make introductions, but there are other
ways to learn about your students. Keep in mind that EI might not be the
only disabilitythese students have. Hearingimpairment/loss, visual
impairment, learningdisabilities, physical impairments, andcommunication
disorders may all affect emotionallyimpairedstudents. To improve your
data collection of students as people, consider some of these activities:
 Question Ball
o This game is good for groups of 6-20 students and for getting
general information (such as likes and dislikes).
o Use a ball with questions written on the surface to toss between
students —these balls can be purchasedor you can make your

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own. Have students answer the questions under their right or
left thumb.
o Variations such as sitting down on every 3-5 questions answered
and havingthe last person standing repeat back the responses
could make the game more challenging.
 Snow Balls (DeSpirt, 2007)
o This game is good for groups
of any size and for getting
general information.
o Students wouldwrite down
basic facts about themselves
on half-sheets of paper. On
cue, they would ball up their papers and toss them in any
direction. The students wouldthen go pick up a paper ball from
the other direction that they threw their own. They wouldthan
read the papers aloud.
 Pennies on the Table (Breakthe Ice, n.d.)
o This activity is good for findingout what students have in
common and shouldbe played with a small group.
o The students are seated arounda larger table and are given 10
pennies each. Going aroundthe table, students wouldshare an
experience, like, dislike, interest, or piece of personal information.
If they have had a similar experience or the statement made
could apply to them, the other students place a penny on the
table.
o This could be a good source of data collection if you take notes
on the statements the students had in common.
 Logos(DeSpirt, 2007)
o This activity is good for learningnames and gaugingissues such
as self-esteemor self-perception.

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o Have students
develop a colorful logo
aroundtheir name (be very
careful of gang symbols if
gang involvementhas been
noted in your students’ files).
Have students discuss the
elements they used in their logos.
o If a scanner is available, the logos could be digitally stored and
later used to make prizes or incentives (such as t-shirts, stickers,
or banners).
 Self-Portraits (Poylacs, n.d.)
o For a quieter way to
learn about students,
have them create a
self portrait.
o This is activity can be
informative when
consideringwhatthe
students choose to include or exclude from their portraits. It
could also be a source for discussion later in the class.
 Personality tests
o These can be done independentlyand are not limitedby class
size.
o Information gatheredfrom this activity is very useful for later
group activities or for partnerships.
o Personalitytests also offer an entertainingwayto increase self-
awareness.
 Multiple Intelligence Tests
o These tests can be completed on-line or with pen or paper.
Self-portrait:
Me as a Muppet
(right). My
Husband as a
muppet(left).

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o Information gatheredfrom this activity is useful in planning
classroomactivities throughout the school year.
o This, like the personalitytest, is a way to increase self-awareness.
o Check out the followingweb site for a kid friendlyversion:
www.bgfl.org/bgfl/custom/resources_ftp/client/ks3/ict/multiple_i
nt/index.htm
 Learning Style Delineators
o Learningstyle delineators helpteachers understandhow
students prefer to access and work with information.
o As with multiple intelligence tests and personalitytests, learning
style delineators can be done independentlyand are a good way
to increase self-awareness.
Your Classroom and You
Classroom Philosophy and Rationale
A classroomfor the EmotionallyImpairedneeds to be a place where
students can learn in a safe environment. This is true of every classroom.
However, the nature of the students’ disabilityis the greatest obstacle to this
goal in the EI
classroom. How
do you make
students safe
from
themselves—safe
from harm at
their own hands
and safe from the

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(Watterson, 1991,
p.51)
hurtful voices in their own heads?
An EI classroommust treat both the cause and effects of the disability
in order to create an effective environment. Firstly, feelings of anxietyare a
wellspringof many behavioral problems, so treatment of anxietymust be a
core of the class. Students must be taught to
handle their affective disabilityusing cognitive
skills. They need to be taught how to relax, how to relieve stress, and how to
speak to themselves kindly. Secondly, when the effects of the disability
become evident, students need to know the mistakes they have made.
Feedback on setbacks and improvements needs to be frequent and usable
by the student
Management Systems
There are many options for classroommanagement systems. Schools
usuallyprovide an overall-all discipline structure andwill often provide
packaged programs. Individual systems are subject to teacher personalities,
the physical setup of the room, and the individualtraits of the students. But
any system should have these characteristics (Best Practices for Behavior
Disorders, 2009; Cullinan, 2007):
 Behavior expectations that
apply to everyone equally.
 Student involvementfor
forming goals or
expectations.
 Communication with parents.
 Defined boundaries and
rules.
 Consistent and fair
consequences.
 Recognition and support of
positive behaviors.
 Strategies for opting out of
confrontations or power
struggles.
 Establishedand predictable
warnings/cues for
inappropriate behaviors.

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 Provide opportunities for
students to self-monitor and
self-regulate.
Classroom Environment and Organization
Most EI classrooms are self-containedandneed to serve all academic
areas. The classrooms also need to be zoned for students to be in a group,
students to be seated individually, a place to be secluded, secured storage,
open storage, areas to meet with students one-on-one, anda
teacher/paraprofessional desk area. Needless to say, these rooms are
generallycrowded.
Clear boundaries
must be set for
students as far as where
they can and cannot
go. The majority of the
room shouldbe free for
the students to move
around(green). A
smaller area should be
made available for
students that need time
to themselves (purple).
This should include an area for seclusion/cooling-off andstudy corrals.
Finally, the teachers/paraprofessionals shouldhave an area to keep sensitive
materials, materials for students to use under direct supervision, and
personal materials (orange). This area shouldbe equipped with locked
storage and be totally off-limits to students.
Obviously, the setup of the room will depend on the room shape and
materials available. However, no matter the setup, rules and expectations

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should be clearlyposted and the room shouldbe highly structuredto
support these expectations.
Instructional Model
EmotionallyImpairedstudents have historicallydone better in
alternative, career-orientedschool settings, such as vocational education.
The elements that make these programs helpful (directapplication of
knowledge, variedactivities, workingtoward tangible goals) can be applied
in an EI classroom. Take your planninganddelivery a step further by using
Multiple Intelligences andLearningStyles as the vehicle for varied classroom
activities (Tate, 2003):
Activity Intelligence Type Learning Style
Brainstorming, debate,
and discussion
Verbal-linguistic
Abstract Random (AR)
Abstract Sequential (AS)
Concrete Random (CR)
Drawingand artwork Spatial AR
Field Trips Naturalist
Concrete Sequential
(CS)
Games Interpersonal CR
Graphic organizers,
semantic maps, and
word webs
Logical-mathematical
Spatial
AS, CS
Humor Verbal-linguistic AR, CR
Manipulatives,
experiments, labs, and
models
Logical-mathematical CS, CR
Metaphors, analogies, Spatial AS, AR

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Activity Intelligence Type Learning Style
and similes
Mnemonic devices Musical-rhythmic AS, AR
Movement Bodily-kinesthetic CR, CS
Project-basedand
problem-based
instruction
Logical-mathematical CR, CS, AS, AR
Reciprocal teachingand
cooperative learning
Verbal-linguistic AR
Role playing, drama,
pantomimes, and
charades
Bodily-kinesthetic AR, CR
Storytelling Verbal-linguistic AR
Technology Spatial AS
Visualization and
guided imagery
Spatial AR, AS
Work study and
apprenticeships
Interpersonal CR, CS
Writingand Journals Interpersonal AR
Teacher Personality and How Not to Cause Your Own Problems
Dealingwith EI behaviors will trigger your fight of flight mechanisms
and you will be seeing red, deafenedby your own heartbeat, and breathing
heavily. Don’t panic. This reaction will only be overwhelmingthe first couple
of times. However, during‘first couple of times’, it is VERY important that
you do not take actions until you have calmed down. There is an actual,
biological reason not to do anything until you are calm:

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Stress
Feelings
Behavior
Reactions
of others
A poor choice made during a time of high anxietyis powerful biological
feedback. It will reinforce andintensifythe original anxiety. This is what has
happenedto your students to make them full of fear and depression, and it
could happen to you if you don’t keep your head about you.
EI students are students caught in a conflictcycle. Stress triggers
internalizedproblems and intense emotions, causingstudents to behave in
an inappropriate or aggressive way. The negative response of others feeds
the emotions and further reinforces the students’ internalizedproblems.
What results is a self-sustainingcycle of naughtiness (Long, Wood, and
Fecser, 2001):
As a teacher, you
need to break the
cycle, not feed it. To
keep yourself sane
and to help the
students to the best
of your ability, here
are some guidelines
(Best Practices for
Behavior Disorders,
2009):
 Be aware of
your body
Anxiety is
triggered by a
situation
Take actions
without
thinking
What if the
action is a
poor choice?
Consequence
will trigger a
longer lasting
anxiety

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language. Take care to avoid aggressive stances or facial expressions
that may trigger defensiveness in the students.
 Distract students from tense situations. Redirect activities,
conversations, or situations that are brewingup trouble.
 Remain calm at all times. Think of your personalityas a seawaywhere
the waves of student troubles will break and dissipate. In other words:
Don’t panic.
 Use respectful terms, be polite, and do not become overly relaxedwith
the students. These are students that have problems with social
interaction; teasingstudents or messing aroundwith them will
produce a situation where they have trouble controllingthemselves.
Be friendlyBUT respectful at all times.
 Keep your humor neutral and avoid sarcasm.
 Encourage whatyou want to see. Sometimes it is easy to expect good
behavior and say nothingwhen you see it. After all, this is how the
students are supposed to act. Always remember that these students
have difficultyactingin acceptable manners. When they have done
well, be positive and supportive of that accomplishment.
 Always communicate whatyou want from the students.
 Be predictable on how you handle situations. This doesn’t mean you
can’t be flexible. It just means that you can’t freak out on a student in
one situation and laugh off the next.
Crisis Intervention
Prevention – Situations can be avoided through careful planningof the
classroom, procedures,and education. Teachingshouldbe an important
prevention measure. Students should be taught empathy, social skills,
respectful conflict resolution, and anger management. If problems begin to
arise, students should be encouragedto remember and apply what they
have been taught to decelerate the situation.

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Intervention – When prevention can’t stop behaviors or conflicts, it is
time to intervene. There are many systems for intervention and your
program or school shouldalready have one in place. However, if you are
enteringa situation where there is no pre-existingsystem, consider this
model from Long, Wood, and Fecser (2001):
Stage Step
1 Drain off
A stage of de-escalation in which the student’s aggression, tension, or
anger is counteracted.
Diagnostic
2 Timeline
When the student is calm, a timeline of the problem is established, and
the student’s perceptions are obtained and validated.
3 Central Issues
The central issue of the problem is defined. The student’s skill set is
analyzed, and the type of intervention needed is decided.
4 Insight
Teachers facilitate students to analyze their own behavior to understand
how they contributed to their own problems.
Reclaiming
5 New Skills
Students are taught new skills that will help them avoid, manage, or
improve the situation in the future.
6 Transfer of Learning
Student plans and prepares to return to the classroom utilizing new skills
and replacement behaviors.

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Welcome!
Your Program
Induction to the Program
Your classroom in not a dumping
ground. It is not a holding tank for bad
behavior. Your classroom is a place for
students to gain self-control, reduce their social
anxiety, and work toward functioningin the greater
school society. So, before a student enters your
program, he or she will need to understandthe
purpose, goals, and expectations of your classroom. There shouldbe a
system of entrance counselingin place. Items to consider when bringinga
student into your program:
 A preliminarymeetingwith the students and parents.
 A student self-evaluation of strengths and weaknesses.
 An explanation of the program where questions could be asked and
answered.
 An agreementof personal and IEP goals the student will work toward
while in the program.
 Formation of a behavior/learningcontractthat can be modified and
evaluatedat a later date in the program.

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See you
later,
alligator!
Exiting the Program
If a student has made progress to the point where a self-contained EI
program is no longer the least restrictive environmentor has amassed
enough credits to graduate, then it is time for him or her to exit your
program. This will be an excitingtime for both you and the student—they
have achievedtheir goals and you have achievedyour aim. However, this
could also be a scary and uncertain time for the student. They may be filled
with anxietyover the next step or filledwith doubt over their abilityto
function in the main stream. They may need your support
more than you realize.
Exitingthe programwill be much easier for
both of you if transition planningfor the student
is kept up-to-date and is well designed. Career
planningfor your students should be a pillar of
their individualizedprograms. These students,
more than most, will need to see a viable and
obtainable goal for their hard work. So assumingtransition planningis solid,
what should be done for a student exitingyour program?
1) Compile a portfolio of goals and objectives they have achievedin your
program and sign-off on any learningcontracts that have been
complied duringthe student’s time in your class.
(Watterson,1990, p.
92)

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2) Have a private consultation with the student where you both go over
the goals compiledat their entrance to the program. Demonstrate and
reinforce whatthey have achieved, but you should also spare time to
discuss any fears or issues they have about leavingthe program.
3) Make their exiting a type of graduation that can be shared with
parents and classmates. Throw a “party” for the student with treats,
congratulations, and maybe a stress management kit. This may
decrease the student’s anxietywhile providingthe other students with
a tangible goal. Note: If the parents could qualifyfor EI services,
keeping them separate from your students would be a good idea.
Your Program and the Community
Where Do “Your Kids” Fit into the School Community?
23 )

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How a school community may
seem to an EI student
Your students are the crème de la crème. Their actions are the stuff of
legends. They will stand in time as cautionarytales for their previous
teachers. Needless to say, your students have a reputation and may have a
history with teachers in your building. Other teachers may be apprehensive,
suspicious, or downrightresentful of your student’s presence in their
learningcommunity. Gainingacceptance for your student’s disabilities could
be an uphill battle.
While students may be assignedto your care, they are still citizens of
the school. Your students shouldbe includedin school events and activities
(but in a much more structuredway). If students are not able to participate
in assemblies,activities,or field trips due to the social nature of their
disability, then you will need to find other ways to keep them in contact with
the larger learningcommunity. For example, have students sponsor events
to take place in the EI classroomwhere other teachers, community members,
or students are invited to join them. Host Christmas parties, thanksgiving
dinners, Easter egg hunts, bake sales, or scavenger hunts in your room.
Invite upperclassman to help tutor your students one-on-one. Invite guest
speakers that are knowledgeable about the disabilityto talk to your
Community
School
Classroom
Individual
Community
School
Classroom
Individual
Howa schoolcommunityis built

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students. Put on plays for the faculty and administration. DO NOT LET
YOUR KIDS BE FORGOTTEN!
How to Figure Out Your Parameters within Your New School
Findingout where your class fits in the
learningcommunitycan be a challenge.
School culture is not easy to define.
However, the one true way to find out where
you stand is to:
 Distribute on-line surveys or pencil
and paper surveys to your co-workers to get their perceptions on the
EI program.
 Talk to your principal regularlyto discuss concerns andplans for the EI
program
 If you can arrange it, eat lunch with the other teachers once a week.
 Ask the paraprofessionals theiropinions and what they have heard
from other teachers.
 Discuss how to include students in school wide-activities with
administrators andother teachers.
 Join committees and teacher teams within your school.
 Socialize with other teachers.
How to Build Empathy for EI
students
Every general education
teacher out there probably has
a deeply hidden belief: EI
students CAN control

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themselves, they just CHOOSE not to. Most classroommanagement
techniques used by general education teachers are based on the assumption
that the student has self control and is actingout for a specific purpose. It is
understandable, then, their apprehension regardingEI students. EI students
usuallyhave no obvious physical malady or cognitive disadvantage. They
can be manipulative, which implies a degree of control over their persons.
So, to your average-Joe teacher, it is hard to pin point what is
“disadvantaged”about an EI student. To remedy this situation, you must do
what you do best: Teach.
Never stop talking about your students. Never pass up an opportunity to
network with other members of the learningcommunity.
Handling Parents
It is not kind to say, but sometimes the only thing REALLY wrongwith
our students is the parents they go home to. Special needs students will
sometimes have special needs parents. And sometimes, the parents are
warm, supportive people that will do everything in their power to support
their kids. Life is like a box of chocolates—you never know what you’re
gonna get. To make it easier to understandsituations parents may find
themselves in, please consultthis chart (Friendand Cook, 2003):
Situation Possible Impacts on Communication
Volunteer to teach
in-service on
behavior
management, IEP
compliance,or
inclusionat your
school.
Work to have “role
reversal” seminars
(whereteachers
are given the
opportunityto be
disabled) brought
to yourschool.
Leave cutelittle
pamphlets about
Emotional
Impairments
aroundthe
teacher’s lounge.
Arrangefor
studentsto have
brief exposuresto
other teachers
and other
students.

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Situation Possible Impacts on Communication
Tight knit family
Loyalty to familybefore reality, householdrules in
conflictwith classroomprocedures, and busy
schedules with multiple kids involved.
Single-Parent
family
Time management, availabilityof resources,
transportation issues, program conflicts with
personal goals, and the increasedstress of handling
a special needs student on their own.
Nontraditional
Partnerships
Community prejudice, arguments over parental
authoritybetween partners, and legal authority
issues.
Poverty
Possible lack of transportation, possible lack of
phone service, possible lack of permanentaddress,
and availabilityof resources.
SubstanceAbuse
Increasedemotional stress on immediate family
members, inabilityto keep priorities in line, health
issues, stigmatic shame or guilt for familymembers,
and legal issues.
Foster Care
No long-termgoals, lack of true parental authority,
missing information on student’s history, and
transitorynature of the situation.
Here is a basic system of communication that should work with most parents
(Friendand Cook, 2003; Kellough, 2007):
1. Spare time to reacquaintyourselves. Ask about the family, how the
student is behavingat home, or how the parents themselves are
holdingup.
2. Summarize the student’s strengths and positive achievements in class.
Use the student’s name (not “we”) and show the parents that you have
a personal connection andinterest in their child.

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3. If there is a problem, focus on the problemand not the student. This is
the time to use “we;” for example, “we had a setback on Thursday.”
Make the subject of the statement plural whenever possible so the
parent doesn’t feel persecutedon the student’s behalf. Explain the
situation as preciselyand conciselyas possible.
4. Invite the parents to be part of the decision-makingprocess. Discuss
what they believe may be contributingto the student’s problems and
their ideas on how to handle the situation. Take notes and ask
questions to show the parent that you value their input.
5. If tempers flare, reschedule the meeting and exit the situation. Your
job is tough enough to begin with and you do not have to add to your
stress level by taking abuse from the parents. Don’t be afraidto make
I statements like “I am upset and I can’t continue the conversation
right not. We will have to reschedule.”
In general, it is best to treat the parents the same way you would treat the
students: Politely, respectfully, and firmly.

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Appendix A: Useful Templates and Worksheets
Name_____________________________________________________Date__________________Hour________
Learning Style Delineator
This is a style delineator and it is used to help you figure out how you learn best. For each word in a column,
use the values 1-4 to rank that word. 4 indicates what is most descriptive of you, 1 indicates what is least
descriptive of you.
I look at
all sides
without
judging.
I have
to be
right.
You can
count on
me.
Will it work? I pay
attention
to
details.
careful Could
the idea
work?
It has to be
organized.
I will try
until I
succeed.
product-
oriented
I look at
all sides
and
decide
which
side is
better.
I have
to
explore
my
options.
I do a
really good
job.
Does it
make
sense?
I like new
ideas.
logical Is it a
good
idea?
I have to
have proof
that it’s
true.
It has to
make
sense.
judge

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I look at
all sides
and try to
understand
how
everyone
feels.
I have
to have
colorful
things.
I accept
people for
who they
are.
Is it
exciting?
I know
what is
going
on.
spontaneous How do
others
feel
about
this idea?
I have to
understand
how others
feel about
it.
It has to
look
good.
person-
oriented
I look at
all sides
and have
a gut
feeling
about
which
side is
better.
I have
to take
chances.
I
understand
people.
Will it help
me
understand?
I like to
be
creative.
problem
solver
Is it a
new
idea?
I know that
there are
different
ways to
solve
problems.
I have to
try it out.
sensible
dreamer
1st
row total: ___. (This is your CS total)
2nd
row total: ___. (This is your AS total)
3rd
row total: ___. (This is your AR total)
4th
row total: ___. (This is your CR total)
Concrete Sequential (CS)
Key Word: PRACTICAL
What Do They Do Best?
 Apply ideas in a practical way
 Organize
 Fine-tune ideas to make them more
efficient
 Produce concrete products from abstract
ideas
 Work well within time limits
That Makes Sense to Them?
 Working systematically, step by step
 Paying close attention to details
 Having a schedule to follow
 Literal interpretations
 Knowing what’s expected of them
 Routines, established ways of doing
things
What’s Hard for them?
 Working in groups
 Discussions that seem to have no specific
point
 Working in an unorganized environment
 Following incomplete or unclear
directions
 Working with unpredictable people
 Dealing with abstract ideas
 Demands to "use your imagination"
 Questions with no right or wrong
answers
What Questions Do They Ask While Learning?

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 "What are the facts I need?"
 "How do I do it?"
 "What should the result look like?"
 "When is it due?"
How CS Behaves:
CS student prefer that their desks, books, and
personal things are in order and in the right
place. They can get upset if someone sits in their
assigned or normal seat and do not tolerate
rearrangement easily. CS students have habits,
routines, and tried-and-true patterns. They will
often say things like “But we’ve always done it
this way!”
How CS Handles Assignments:
Pay attention to detail and specific
information. They want to complete assignments
correctly. CS students will ask for exact directions,
try to follow directions, and appear to obey
orders. They want perfection and may be overly
concerned with small details.
Types of Assignments CS Like:
CS students are fascinated with how things
work—especially mechanical and technological
things. So, they learn quickly through
demonstration or guided practice and they like to
be physically involved and active with what they
learn. They may have a natural ability to
memorize information and can do well on tests
that have “right-answers”. However, CS student
don’t like group work and may become bossy in
attempts to organize the group.
CS as People:
CS students do not read meaning into verbal
messages or body language and don’t like to
waste time talking. They will often reject people
who have betrayed their confidence or trust. CS
students may be very critical of people that are
different form themselves.
CS students usually have hobbies that call for
them to make something.
Abstract Sequential (AS)
Key Word: PROBABLE
 Analyze ideas
 Research
 Provide logical order
 Use facts to prove or disprove theories
 Figure out what needs to be done
What Makes Sense to Them?
 Using well-researched information
 Learning more by watching than doing
 Logical reasoning
 A teacher who is an expert in his/her
subject
 The world of abstract ideas
 Taking time to work through an issue
thoroughly
 Being forced to work with those of
differing views
 Too little time to deal with a subject
thoroughly
 Repeating the same tasks over and over
 Lots of specific rules and regulations
 "Sentimental" thinking
 Expressing their emotions
 Being diplomatic when convincing others
 Not monopolizing a conversation
 "How do I know this is true?"
 "Are there any possibilities we haven’t
considered?"
 "What will we need in order to
accomplish this?"
How AS Behaves:
AS students like to think rationally and
logically—they will use reason as an internal
guide. They like to talk about, play with, and
debate ideas. They love teachers who are experts

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EI Survival Guide
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in the student’s area of interest. AS students will
sometimes seem to lack emotion, but they are
just privately emotional and don’t see what
emotion has to do with learning. Other students
may accuse them of “thinking too much.”
How AS Handles Assignments:
AS students will follow directions if the
directions are not overly picky. They like
assignments that have space to maneuver and
personalize. While these students appear to be
enthusiastic about learning for its own sake, they
don’t like “busy-work”. AS students will respect
teachers they see as experts, but if they don’t
think the teacher knows what they are talking
about, these students will question EVERYTHING
they do in class.
Types of Assignments AS Like:
AS students read avidly for interest and
information, so any assignment that calls for
reading or research is good for them. They like
lecture if the person speaking is an expert. AS
students love assignments that cover past and
current knowledge—like a unit summary or
project.
AS as People:
Others describe them as “nose always in a
book.” AS students will ignore people they see as
out of control or overly emotional. AS students
hold very high expectations and can be hard on
themselves and others if they don’t “measure up.”
Abstract Random (AR)
Key Word: POTENTIAL
 Listen to others
 Understand feelings and emotions
 Focus on themes and ideas
 Bring harmony to group situations
 Establish positive relationships with
everybody
 Recognize and meet the emotional needs
of others
 Personalized learning
 Broad, general guidelines
 Maintaining friendly relationships
 Enthusiastic participation in projects they
believe in
 Emphasis on high morale
 Decisions made with the heart instead of
the head
 Having to explain or justify feelings
 Competition
 Working with dictatorial/authoritarian
personalities
 Working in a restrictive environment
 Working with people who don’t seem
friendly
 Concentrating on one thing at a time
 Giving exact details
 Accepting even positive criticism
 "What does this have to do with me?"
 "How can I make a difference?"
How AR Behaves:
AR students are ruled by emotions and love to

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EI Survival Guide
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talk about their feelings. They will often pout or
sulk because of a reprimand or a sharp word.
These students like to have a friendly relationship
with the teacher and may withdraw from and
dislike teachers who do not respond to them.
They tune in to the mood of their surroundings,
thrive under personalized attention and use their
whole bodies to communicate.
How AR Handle Assignments:
AR students use fantasy, make-believe, and
imagination as a resource for school work. They
feel that fantasy and imagination as legitimate
ways to experience learning. They tend to
decorate and color their books, papers, and book
covers with art and messages. AR students tend
to ignore directions.
Types of Assignments that AR Like:
AR students like to explain knowledge
through stories, metaphors, and personal
experiences. They also like to use poetry, art,
music, and literature in their work. AR students
do not like questions that have exact answers and
are bored by worksheets, drills, and busywork,
and most tests.
AR as People:
AR students usually make friends very easily,
but they also may be painfully shy. They listen to
others and can usually understand where people
are coming from. AR students will often read
body language and know when things have gone
wrong before being told. They resist control by
others, but give in easily to friends and trusted
others.
Concrete Random (CR)
Key Word: POSSIBLE
 Inspire others to take action
 See many options and solutions
 Contribute unusual and creative ideas
 Visualize the future
 Offer a different way to do things
 Accept many different types of people
 Think fast on their feet
 Take risks
 Using insight and instinct to solve
problems
 Working with general time frames
 Using real world experiences to learn
 Trying something themselves
 Restrictions and limitations
 Formal reports
 Routines
 Re-doing anything once it’s done
 Keeping detailed records
 Showing how they got an answer
 Choosing only one answer
 Having no options
 "How much of this is really necessary?"
 “Will I use this information in the future?”

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EI Survival Guide
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How CR Behaves:
CR students operate on insight and intuition
rather than reason. They will jump to conclusions
and often be correct. They use trial-and-error
approaches to learning—trying things before
researching them. CR students are often on the
prowl for something interesting to do and are
sometimes described as “looking for trouble”.
They may be risk-takers.
How CR Handles Assignments:
CR students challenge their teachers to try
different approaches and unusual ideas. They like
having options in their assignments and want to
do things their way. CR students don’t like
structured assignments and will put off these
assignments until the last minute. Sometimes
they aren’t concerned with finishing assignments
at all.
Types of Assignments CR Like:
CR students like to ask “What if…?” and often
think HOW you get the answer is more important
that the answer itself. They like brainteaser
problems, physical problems, discovery methods,
games, simulations, and role-play. CR students
like to experiment.
CR as People:
CR students are willing to be different from
others and may ignore social convention in order
to find out about other people and their ideas.
They like to push boundaries and test the waters
just to see what might happen.
CR students remember a lot of information and
can repeat quickly. They like to organize “junk”
collections and may have many types of interests
and/or projects. CR students need change to
grow and learn
Name________________________________________________Date___________Block__________
The Animal Personality Test
Circle the icon () in front of each statement that sounds like you.
Lion Beaver Otter Golden Retriever

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EI Survival Guide
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 Likes people that are in
charge
 Confident
 Doesn’t back down
 Enjoys challenges
 Problem solver
 Speaks what’s on your
mind
 Makes goals for self
 Strong willed
 Doesn’t need other
people
 Doesn’t give up
 Takes charge
 Single-minded
 Inventive
 Competitive
 Gets things done
 Always has a reason to
do things
 Adventurous
 Independent
 Controlling
 Focuses on reaching
goals
 Likes having
instructions to follow
 Dependable
 Standoffish – other
people sometimes
describe them as
snobs
 Practical
 Likes to have facts and
figures
 Perfectionist
 Includes a lot of details
 Ask a lot of questions
 Doesn’t stop till the
job is done
 Really sensitive to
what people say about
them
 Likes to be right
 Has self-control
 Does things the same
way over and over.
 Organized
 Follows rules
 Picky
 Logical
 Does things right
 Likes having a
schedule
 Things about things
before actions before
they act
 Gets excited really
easily
 Imaginative
 Has a lot of energy
 Encourages others
 Makes new friends
easily
 Loves to have fun all
the time
 Does things without
planning ahead
 Creative
 Optimistic
 Infectious laughter
 Takes risks
 Can talk people into
things they normally
wouldn’t do
 Very talkative
 Friendly
 Enjoys being popular
 Doesn’t like to do the
same things over and
over again
 Enjoys change
 Likes people and cares
DEEPLY what people
think of them
 Will start things and
can get others into
trouble
 Other people look up
to them
 Feelings get hurt
easily
 Calm
 Doesn’t ask a lot from
other people
 Does NOT like it when
people fight
 Likes having a routine
 Kind to other people
 Can make changes to
fit in
 Thoughtful
 Patient
 Good listener
 Loyal
 Doesn’t get upset
very easily
 Will give in to make
others happy
 Doesn’t like to make
decisions
 Dislikes change
 Funny but quiet
 Understands what
others are feeling
 Takes care of other
people
 Puts up with a lot
from people
 Peace maker
Total: Total: Total: Total:
Please fill in theBar Graph below (each box is equal to 5).
Lions Beavers Otters Golden Retrievers
Loins
Lions like to lead. They are good at making decisions and are very goal-oriented. Lions enjoy
challenges, difficult assignments, and opportunity for advancement. Because lions are thinking of the goal,
they can step on people to reach it. Lions can be very aggressive and competitive. Lions must be careful
not to become bossy or take charge of other people’s problems.
Strengths: Goal-oriented, strong, direct
Weaknesses: Argumentative, bossy
Limitations: Sometimes lions do not understand that directness can hurt others and have a hard
time saying “thank you” to others.

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Beavers
Beavers are very organized. They think that there is a right way to do everything and they want to
do it exactly that way. Beavers are often very creative. They love to solve problems and often take time to
do projects right. Beavers do not like sudden changes. They will often feel insecure and need reassurance.
Strengths: High standards, order, respect
Weaknesses: Unrealistic expectations of themselves and others
Limitations: Seeing the optimistic side of things and being flexible when things change.
Otters
Otters are very social and love people. They enjoy being popular and influencing others. Otters
will often cheer on others and motivate peers to get work done. Otters can sometimes feel hurt when
people do not like them. They usually have lots of friends but only a few really close ones. Otters love to
goof-off or hurry and finish jobs as quickly as possible—even if the work is messy or not well done.
Strengths: People person, open, positive
Weaknesses: Talks too much, avoids jobs
Limitations: Remembering homework or appointments and finishing what they started.
Golden Retrievers
Golden retrievers are good at making friends and are very loyal to the people they love. They do
not like big changes and look for security. Retriever can be sensitive and very caring. They have very deep
relationships with only a few friends. Retrievers want to be loved and appreciated by all people but do not
reach out like the otters. They work best in a structured environment where very few things change.
Strengths: Calm, supportive of others, will try to work with people
Weaknesses: Indecisive, gives in to arguments, doesn’t show emotions
Limitations: Standing up for themselves, recognizing when they need to say NO!
Lesson Plan Template
Title:

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EI Survival Guide
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Teacher:
Class:
Date:
Time:
Grade Level:
Unit:
AnticipatedNoise Level:
Objectives
Cognitive -
Affective -
Psychomotor -
Benchmark:
Rationale:
Procedure
Assessment:
If time remains:
Special Considerations:
Material and Equipment
Reflection of lesson:
Suggestionsfor revision:
Resources:

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EI Survival Guide
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Appendix B: Forms and Charts
Functional Assessment/Behavior Intervention Form
General Information
Student: Birthdate: Eligibility Status: Date:
School Medication:
Caseload Teacher: Previous Funct Assess? Yes No When:
I. Student Strengths, Skills, and Difficulties
List Student Strengths and Skills:
List Student Difficulties:
II. Behavior(s) of Concern
Description – Observable/Measurable How often Duration Intensity Problem has
existed (length
of time)
Is this behavior addressed in the school handbook? Y
N
III. Environmental Issues and Situational Variables
What triggers or causes the behavior? What happens before the behavior?
What happens immediately after the problem behavior occurs? (student reactions, staff reactions, environmental changes)
In what settings/situations is the behavior of concern most and least likely to occur?
Setting/Situations Most likely Least Likely
Adults? (personality characteristics, teaching style,
gender, disciplinary style, etc, no names)
Peers? (personality characteristics, gender, etc, no
names)
Certain Activities? (independent work,
lecture, writing activities, small groups)
Settings? (playground, math, science, lunch,
school bus, unstructured time)
Time of Day or Class (morning, end of class,
afternoon)
Other? (home issues, bus, medication, health, sleep,
ect)
IV. Child’s Exposure to Rules Governing This Behavior
Check One or More and List How Often
Classroom Discussions 1-1 Discussions Behavior Plan
Assemblies Handbooks Posted Classroom Rules

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Check Sheet Other
V. Previous Intervention and Supports Check One or More and Indicate Frequency
Social Work Support Conflict Resolution Peer Mediation
Behavior Support Contracts Anger Management Staff/Student Awareness Regarding BIP
Other
VI. Previous Consequences and Disciplinary Measures
Check One or More and Indicate Frequency
TimeOut Referred to Office Detention
Loss of Privilege Suspension Work Detail/Restitution
Parental Notification Behavior Ignored Reprimand/Warning
Other *Attached Documentation
VII. Needs Being Met Through This Behavior Check One or More and Explain
Escape/Avoidance Attention Expression of Anger/Frustration
Sensory Stimulation Power/Control Tangible
Relief of Fear/Anxiety Other
VIII. Goal to Appropriately Address Need(s)
Goal:
IX. Preferred Activities and Reinforcers
List preferredactivities: List preferredreinforcers:
X. Skills Needed to be Taught to Replace Behavior Concern
What Behaviors Do You Want the Student to Engage in to Replace the Behavior?
XI. Behavior Plan
Preventative Strategies
Classroom Accommodations,
Approach Strategies, Seating
Arrangements, Instructional
Strategies, ect.
Reinforcement Strategies
Methods of Teaching and Reinforcing
Appropriate/Replacement Skills.
Procedures to Follow When
Behavior Occurs
Specific Steps to Take when Behavior
Occurs

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EI Survival Guide
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XII. Data Collection
Describe how systematic/measurable data will be collected for Behavior Plan:
Attach Sample Data Sheet
____________________ will inform the following staff of BIP: _________________________
Signatures below indicate the plan has been review and agreed upon for implementation:
_____________________________________ ______________________________________
Parent/Guardian Teacher
_____________________________________ ________________________________________
Social Worker/Psychologist Special Education Teacher
_____________________________________ ________________________________________
Student Administrator
Date(s) plan
reviewed:
Date plan terminated:
*Attachments – may include point sheets, contracts, token cards, progress notes, referrals,
parent contracts.
Addendum to the Individualized Education Program
Student Information
Student’s Name:_______________________________________Date of Birth:______________Date:________
Date of Current IEP:_____________School:________________________________Student ID:______________
Purpose
The purpose of this Addendum to the IEP is to amend or modify: (Check all that apply)
Instructional goals and objectives
The amount of time in the current program
Related services or provisions related to supplementary aids/services, assessments, or transportation
Other____________________________________________________________________________________
Participants

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EI Survival Guide
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Student ____________________________________ Parent/Guardian ________________________________
Local Educational Agency (please provide names and titles) ____________________________________
_______________________________________________________________________________________________
Rationale
Briefly explain why this Addendum is needed:
__________________________________________________________________________________________________________________
____________________________________________________________________________
Present Level of Academic Achievement and Functional Performance
If relevant, update the statement regarding the student’s present level of academic achievement and
functional performance. (Attach any new goal pages).
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
_________________________________________________________
Amend or Modify Programs and Services
Program/Service Rule Number Amount of Time Frequency Location
__________________________________________________________________________________________________________________
____________________________________________________________________________
Amend or Modify Accommodations, Supplementary Aids, Services, and Personal Support
Amount of Time Frequency
__________________________________________________________________________________________________________________
____________________________________________________________________________
Changes to District and Statewide Assessments
_______________________________________________________________________________________________
Add, Amend, or Modify Special Transportation
_______________________________________________________________________________________________
Commitment Signatures
The district and the parent/guardian/student agree with this Addendum to the IEP and its implementation
beginning: Date ______
District Representative: ____________________________________________________ Date: __________
Parent/Guardian/Student: __________________________________________________ Date: ___________

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EI Survival Guide
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EI Survival Guide
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References
Best practices for Behavior Disorders in the Classroom (2009). Retrieved April 11, 2009
from http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
Break the Ice (n.d.). Retrieved April 11, 2009 from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/bre
akice.htm
Bridges 4 kids (2009). Disability Information - Emotional Impairment, Disorder or
Disability. Retrieved April 11, 2009 from
http://www.bridges4kids.org/Disabilities/EmotionalDisorder.html
Cullinan, Douglas (2007). Students with Emotional and Behavioral Disorders: An
introduction for teachers and other helping professionals (2nd
ed.). Columbus, OH:
Pearson.
DeSpirt, Debbie (2007). Name Games: Classroom icebreakers for the beginning of the
year. Retrieved April 11, 2009 from http://classroom-management-
tips.suite101.com/article.cfm/name_games
Friend, Marilyn, and Cook, Lynne (2003). Interactions: Collaboration skills for school
professionals (4th
ed.). Boston: Allyn and Bacon.
Kellough, Richard D. (2007). A Resource Guide for Teaching K-12 (5th
ed.). Columbus, OH:
Pearson.
Long, Nicholas J., Wood, Mary M., & Fecser, Frank A. (2001). Life Space Crisis Intervention:
Talking with students in conflict (2nd
ed.). Austin: Pro-ed.
Poylacs, Joyce T. (n.d.). 101 Things You Can Do the First Three Weeks of Class. Retrieved
April 11, 2009, from University of Nebraska-Lincoln, Teaching and Learning Center
from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/101
thing.htm
Tate, Marcia L. (2003). Worksheets Don’t Grow Dendrites: 20 instructional strategies that
engage the brain. Thousand Oaks, CA: Corwin Press, Inc.
Watterson, Bill (1996). There’ Treasure Everywhere. New York: Scholastic Inc. (131)
Watterson, Bill (1992). Attack of the Deranged Mutant Killer Monster Snow Goons. New
York: Andrews and McNeel.
Watterson, Bill (1991). Revenge of the Baby-Sat. New York: Andrews and McNeel.
Watterson, Bill (1990). Weirdos from Another Planet. New York: Andrews and McNeel.
Watterson, Bill (1988). The Essential Calvin and Hobbes. New York: Andrews and
McNeel.

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