Integrating Academic and Non-Academic Instruction for Students with Emotional/Behavioral Disorders

Authors

Robert A. Gable, Old Dominion UniversityFollow
Jo M. Hendrickson
Stephen W. Tonelson, Old Dominion University
Richard Van Acker

Document Type

Article

Publication Date

2002

Publication Title

Education & Treatment of Children (ETC)

Volume

25

Issue

4

Pages

459-475

Abstract

Students with emotional/behavioral disorders exhibit a wide range of academic and behavioral problems. Not surprisingly, there is growing support for integrating instruction to address overlapping students' needs in both areas. In this article, we discuss instructional variables that contribute to a positive classroom climate and that serve as setting events for more focused group-individual instructional programs. We draw on the accumulated research to identify common non-academic challenges that should be incorporated into those programs. We examine issues that relate to the efficacy of instruction and also the cultural and chronological age differences among students and how they relate to planning for instruction. Finally, we offer several forms that illustrate ways to combine academics and non-academics into a manageable instructional plan.

Comments

Posted with the permission of the publisher.

Original Publication Citation

Gable, R. A., Hendrickson, J. M., & Tonelson, S. W. (2002). Integrating academic and non-academic instruction for students with emotional/behavioral disorders. Education & Treatment of Children (ETC), 25(4), 459-475.

Repository Citation

Gable, Robert A.; Hendrickson, Jo M.; Tonelson, Stephen W.; and Acker, Richard Van, "Integrating Academic and Non-Academic Instruction for Students with Emotional/Behavioral Disorders" (2002). Communication Disorders & Special Education Faculty Publications. 33.
https://digitalcommons.odu.edu/cdse_pubs/33