St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
8710.5600 TEACHERS OF SPECIAL EDUCATION: EMOTIONAL BEHAVIORAL DISORDERS
Professional Education Program Evaluation Report
(PEPER II)
8710.5600 Teachers of Special Education:
Emotional Behavioral Disorders
Subp. 3. Program requirements. A candidate for licensure as a teacher of
special education: emotional behavioral disorders must complete a
preparation program under subpart 2, item D, that must include the
candidate's demonstration of the knowledge and skills in items A to E.
A. A teacher of special education: emotional behavioral disorders
understands the central concepts, tools of inquiry, and history and context of
emotional behavioral disorders as a foundation on which to base practice.
The teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
emotional behavioral disorders;
(2) current educational definitions, identification criteria and labeling issues,
and entrance and exit criteria pertaining to children and youth with
emotional
behavioral disorders;
(3) etiology, characteristics, and classifications of emotional behavioral
disorders;
(4) social development theory;
(5) socioeconomic factors that impact students experiencing an emotional
behavioral disorder;
(6) impact of disabling conditions on behaviors;
(7) impacts of abuse and dependency on individuals, their families, and the
community;
(8) factors that build resiliency;
(9) how aggression, anxiety, withdrawal, and thought disorder affect
behavior;
(10) the legal system as it affects children and youth with emotional
behavioral disorders;
(11) the major mental health disorders manifested during childhood,
adolescence, and adulthood and the complexities of comorbidity including
behavioral manifestations of these disorders;
INDEX
FORM I-C MATRIX
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 200
SPED 2_503
K
K
SPED 2_504
SPED 338
SPED 339
SPED 4_505
K
K
K
K
K
K
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 200
(12) nationally accepted psychiatric nomenclature necessary to
communicate effectively with families, mental health professionals, and
other personnel across agencies; and
(13) the relationship between emotional behavioral disorders and children's
mental health.
B. A teacher of special education: emotional behavioral disorders
understands referral, assessment, planning, and placement procedures
specific to teaching students with emotional behavioral disorders. The
teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration and interpretation of
formal and informal assessments for students with emotional behavioral
disorders and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with emotional
behavioral disorders;
(4) how to interview, gather, and maintain information from parents,
families, teachers, and others for the purpose of assessment and planning,
developing, implementing, and evaluating individual education programs;
(5) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
emotional behavioral disorders;
(6) rationale for selecting specific behavior management strategies for
students experiencing emotional behavioral disorders;
(7) various educational placement options and the selection of appropriate
options based on the needs of the student; and
(8) how to integrate assessment results and information generally available
from family, school personnel, legal system, department of social and health
services, and mental health agencies in developing individual education
program plans.
C. A teacher of special education: emotional behavioral disorders
understands how to use individual education program plans to design and
implement developmentally appropriate instruction for students with
emotional behavioral disorders. The teacher must understand how to:
(1) identify target behaviors to be changed and the critical variables
affecting the target behavior, including antecedent events and consequences;
(2) develop, implement, and evaluate a systematic behavior management
plan for students experiencing emotional behavioral disorders;
(3) apply the theory and rationale underlying various curriculum approaches
to basic skills and how to select and implement remedial strategies in
academic skill areas;
SPED 2_503
SPED 2_504
SPED 338
SPED 339
SPED 4_505
K
K
K
K
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 200
(4) integrate academic instruction, affective education, and behavior
management for individual students and groups of students experiencing
emotional behavior disorders;
(5) design and use materials for skill development in social areas;
(6) determine each student's reinforcement preference hierarchy and use
different reinforcers to change and maintain behavior;
(7) apply a variety of positive procedures and proactive strategies for
managing targeted behaviors;
(8) apply appropriate behavior management strategies and safety procedures
to be used in crisis situations;
(9) apply strategies for managing presenting behavior and specific
educational-social problems, selecting a functional and safe classroom
design, and establishing consistent classroom routines for students
experiencing emotional behavioral disorders;
(10) apply ethical and legal considerations in the effective use of intrusive
behavioral interventions;
(11) construct instructional sequences to teach transition skills based on the
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(12) how to monitor, summarize, and evaluate the acquisition of the
outcomes stated in the individual plans.
D. A teacher of special education: emotional behavioral disorders
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their families in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
students with emotional behavioral disorders;
(3) issues, resources, and strategies used to transition students experiencing
emotional behavioral disorders into and out of alternative environments,
including special centers, psychiatric hospitals, and residential treatment
centers;
(4) educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with emotional
behavioral disorders;
(5) the role and responsibilities of mental health professionals in providing
services to students with emotional behavioral disorders and how this role
differs from that of the teacher of special education, emotional behavioral
disorders; and
SPED 2_503
SPED 2_504
SPED 338
SPED 339
SPED 4_505
K
K
K
K
K
K
K
K
K
K
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 200
(6) how to access information relevant to the field of emotional behavioral
disorders through consumer and professional organizations, publications,
and journals.
E. A teacher of special education: emotional behavioral disorders applies
the standards of effective practice in teaching students with emotional
behavioral disorders through a variety of early and ongoing clinical
experiences with kindergarten or primary, intermediate or middle level, and
high school students across a range of service delivery models.
Subp. 4. Continuing licensure. A continuing license shall be issued and
renewed according to rules of the Board of Teaching governing continuing
licenses.
Subp. 5. Effective date. Requirements in this part for licensure as a teacher
of special education: emotional behavioral disorders are effective on
September 1, 2001, and thereafter.
SPED 2_503
K
SPED 2_504
SPED 338
SPED 339
SPED 4_505
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
8710.5600 TEACHERS OF SPECIAL EDUCATION: EMOTIONAL BEHAVIORAL DISORDERS
Professional Education Program Evaluation Report
(PEPER II)
8710.5600 Teachers of Special Education:
Emotional Behavioral Disorders
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here:
(example: K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED
4_511
Subp. 3. Program requirements. A candidate for licensure as a teacher of
special education: emotional behavioral disorders must complete a preparation
program under subpart 2, item D, that must include the candidate's demonstration
of the knowledge and skills in items A to E.
A. A teacher of special education: emotional behavioral disorders understands
the central concepts, tools of inquiry, and history and context of emotional
behavioral disorders as a foundation on which to base practice. The teacher must
understand:
(1) historical and philosophical foundations, legal bases, and contemporary issues
pertaining to services to and the education of children and youth with emotional
behavioral disorders;
(2) current educational definitions, identification criteria and labeling issues, and
entrance and exit criteria pertaining to children and youth with emotional
behavioral disorders;
(3) etiology, characteristics, and classifications of emotional behavioral
disorders;
(4) social development theory;
(5) socioeconomic factors that impact students experiencing an emotional
behavioral disorder;
(6) impact of disabling conditions on behaviors;
(7) impacts of abuse and dependency on individuals, their families, and the
community;
(8) factors that build resiliency;
(9) how aggression, anxiety, withdrawal, and thought disorder affect behavior;
(10) the legal system as it affects children and youth with emotional behavioral
disorders;
(11) the major mental health disorders manifested during childhood, adolescence,
and adulthood and the complexities of comorbidity including behavioral
manifestations of these disorders;
FORM I-C MATRIX
SPED 4_513
SPED 4_514
SPED 4_515
SPED 4_516
K
K
K
SPED 4_518
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4_511
(12) nationally accepted psychiatric nomenclature necessary to
communicate effectively with families, mental health professionals, and
other personnel across agencies; and
(13) the relationship between emotional behavioral disorders and children's
mental health.
B. A teacher of special education: emotional behavioral disorders
understands referral, assessment, planning, and placement procedures
specific to teaching students with emotional behavioral disorders. The
teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration and interpretation of
formal and informal assessments for students with emotional behavioral
disorders and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with emotional
behavioral disorders;
(4) how to interview, gather, and maintain information from parents,
families, teachers, and others for the purpose of assessment and planning,
developing, implementing, and evaluating individual education programs;
(5) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
emotional behavioral disorders;
(6) rationale for selecting specific behavior management strategies for
students experiencing emotional behavioral disorders;
(7) various educational placement options and the selection of appropriate
options based on the needs of the student; and
(8) how to integrate assessment results and information generally available
from family, school personnel, legal system, department of social and health
services, and mental health agencies in developing individual education
program plans.
C. A teacher of special education: emotional behavioral disorders
understands how to use individual education program plans to design and
implement developmentally appropriate instruction for students with
emotional behavioral disorders. The teacher must understand how to:
(1) identify target behaviors to be changed and the critical variables
affecting the target behavior, including antecedent events and consequences;
(2) develop, implement, and evaluate a systematic behavior management
plan for students experiencing emotional behavioral disorders;
(3) apply the theory and rationale underlying various curriculum approaches
to basic skills and how to select and implement remedial strategies in
academic skill areas;
SPED 4_513
SPED 4_514
SPED 4_515
SPED 4_516
K
K
K
SPED 4_518
K
K
K
K
K
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4_511
(4) integrate academic instruction, affective education, and behavior
management for individual students and groups of students experiencing
emotional behavior disorders;
(5) design and use materials for skill development in social areas;
(6) determine each student's reinforcement preference hierarchy and use
different reinforcers to change and maintain behavior;
(7) apply a variety of positive procedures and proactive strategies for
managing targeted behaviors;
(8) apply appropriate behavior management strategies and safety procedures
to be used in crisis situations;
(9) apply strategies for managing presenting behavior and specific
educational-social problems, selecting a functional and safe classroom
design, and establishing consistent classroom routines for students
experiencing emotional behavioral disorders;
(10) apply ethical and legal considerations in the effective use of intrusive
behavioral interventions;
(11) construct instructional sequences to teach transition skills based on the
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(12) how to monitor, summarize, and evaluate the acquisition of the
outcomes stated in the individual plans.
D. A teacher of special education: emotional behavioral disorders
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their families in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
students with emotional behavioral disorders;
(3) issues, resources, and strategies used to transition students experiencing
emotional behavioral disorders into and out of alternative environments,
including special centers, psychiatric hospitals, and residential treatment
centers;
(4) educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with emotional
behavioral disorders;
(5) the role and responsibilities of mental health professionals in providing
services to students with emotional behavioral disorders and how this role
differs from that of the teacher of special education, emotional behavioral
disorders; and
SPED 4_513
SPED 4_514
SPED 4_515
SPED 4_516
SPED 4_518
K
K
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4_511
(6) how to access information relevant to the field of emotional behavioral
disorders through consumer and professional organizations, publications,
and journals.
E. A teacher of special education: emotional behavioral disorders applies
the standards of effective practice in teaching students with emotional
behavioral disorders through a variety of early and ongoing clinical
experiences with kindergarten or primary, intermediate or middle level, and
high school students across a range of service delivery models.
Subp. 4. Continuing licensure. A continuing license shall be issued and
renewed according to rules of the Board of Teaching governing continuing
licenses.
Subp. 5. Effective date. Requirements in this part for licensure as a teacher
of special education: emotional behavioral disorders are effective on
September 1, 2001, and thereafter.
SPED 4_513
SPED 4_514
SPED 4_515
SPED 4_516
SPED 4_518
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
8710.5600 TEACHERS OF SPECIAL EDUCATION: EMOTIONAL BEHAVIORAL DISORDERS
Professional Education Program Evaluation Report
(PEPER II)
8710.5600 Teachers of Special Education:
Emotional Behavioral Disorders
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 4_519
Subp. 3. Program requirements. A candidate for licensure as a teacher of
special education: emotional behavioral disorders must complete a
preparation program under subpart 2, item D, that must include the
candidate's demonstration of the knowledge and skills in items A to E.
A. A teacher of special education: emotional behavioral disorders
understands the central concepts, tools of inquiry, and history and context of
emotional behavioral disorders as a foundation on which to base practice.
The teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
emotional behavioral disorders;
(2) current educational definitions, identification criteria and labeling issues,
and entrance and exit criteria pertaining to children and youth with
emotional
behavioral disorders;
(3) etiology, characteristics, and classifications of emotional behavioral
disorders;
(4) social development theory;
(5) socioeconomic factors that impact students experiencing an emotional
behavioral disorder;
(6) impact of disabling conditions on behaviors;
(7) impacts of abuse and dependency on individuals, their families, and the
community;
(8) factors that build resiliency;
(9) how aggression, anxiety, withdrawal, and thought disorder affect
behavior;
(10) the legal system as it affects children and youth with emotional
behavioral disorders;
(11) the major mental health disorders manifested during childhood,
adolescence, and adulthood and the complexities of comorbidity including
behavioral manifestations of these disorders;
FORM I-C MATRIX
SPED 4_520
SPED 4_521
SPED 4_622
E/BD
METH
K
U
S
U
U
U
U
S
U
S
U
S
U
S
U
S
U
U
SPED 4_531
SPED 440
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4_519
(12) nationally accepted psychiatric nomenclature necessary to
communicate effectively with families, mental health professionals, and
other personnel across agencies; and
(13) the relationship between emotional behavioral disorders and children's
mental health.
B. A teacher of special education: emotional behavioral disorders
understands referral, assessment, planning, and placement procedures
specific to teaching students with emotional behavioral disorders. The
teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration and interpretation of
formal and informal assessments for students with emotional behavioral
disorders and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with emotional
behavioral disorders;
(4) how to interview, gather, and maintain information from parents,
families, teachers, and others for the purpose of assessment and planning,
developing, implementing, and evaluating individual education programs;
(5) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
emotional behavioral disorders;
(6) rationale for selecting specific behavior management strategies for
students experiencing emotional behavioral disorders;
(7) various educational placement options and the selection of appropriate
options based on the needs of the student; and
(8) how to integrate assessment results and information generally available
from family, school personnel, legal system, department of social and health
services, and mental health agencies in developing individual education
program plans.
C. A teacher of special education: emotional behavioral disorders
understands how to use individual education program plans to design and
implement developmentally appropriate instruction for students with
emotional behavioral disorders. The teacher must understand how to:
(1) identify target behaviors to be changed and the critical variables
affecting the target behavior, including antecedent events and consequences;
(2) develop, implement, and evaluate a systematic behavior management
plan for students experiencing emotional behavioral disorders;
(3) apply the theory and rationale underlying various curriculum approaches
to basic skills and how to select and implement remedial strategies in
academic skill areas;
SPED 4_520
SPED 4_521
SPED 4_622
SPED 4_531
SPED 440
U
U
S/U
K
S/U
S/U
S/U
K
S/U
S/U
S
U
S/U
S/U
S/U
K
S/U
U
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4_519
(4) integrate academic instruction, affective education, and behavior
management for individual students and groups of students experiencing
emotional behavior disorders;
(5) design and use materials for skill development in social areas;
(6) determine each student's reinforcement preference hierarchy and use
different reinforcers to change and maintain behavior;
(7) apply a variety of positive procedures and proactive strategies for
managing targeted behaviors;
(8) apply appropriate behavior management strategies and safety procedures
to be used in crisis situations;
(9) apply strategies for managing presenting behavior and specific
educational-social problems, selecting a functional and safe classroom
design, and establishing consistent classroom routines for students
experiencing emotional behavioral disorders;
(10) apply ethical and legal considerations in the effective use of intrusive
behavioral interventions;
(11) construct instructional sequences to teach transition skills based on the
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(12) how to monitor, summarize, and evaluate the acquisition of the
outcomes stated in the individual plans.
D. A teacher of special education: emotional behavioral disorders
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their families in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
students with emotional behavioral disorders;
(3) issues, resources, and strategies used to transition students experiencing
emotional behavioral disorders into and out of alternative environments,
including special centers, psychiatric hospitals, and residential treatment
centers;
(4) educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with emotional
behavioral disorders;
(5) the role and responsibilities of mental health professionals in providing
services to students with emotional behavioral disorders and how this role
differs from that of the teacher of special education, emotional behavioral
disorders; and
SPED 4_520
SPED 4_521
K
SPED 4_622
SPED 4_531
U
S
S
S
S
S
S
K
S
K
K
K
U
U
U
S
U
S
SPED 440
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4_519
(6) how to access information relevant to the field of emotional behavioral
disorders through consumer and professional organizations, publications,
and journals.
E. A teacher of special education: emotional behavioral disorders applies
the standards of effective practice in teaching students with emotional
behavioral disorders through a variety of early and ongoing clinical
experiences with kindergarten or primary, intermediate or middle level, and
high school students across a range of service delivery models.
Subp. 4. Continuing licensure. A continuing license shall be issued and
renewed according to rules of the Board of Teaching governing continuing
licenses.
Subp. 5. Effective date. Requirements in this part for licensure as a teacher
of special education: emotional behavioral disorders are effective on
September 1, 2001, and thereafter.
SPED 4_520
SPED 4_521
SPED 4_622
K
U
SPED 4_531
SPED 440
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
8710.5600 TEACHERS OF SPECIAL EDUCATION: EMOTIONAL BEHAVIORAL DISORDERS
Professional Education Program Evaluation Report
(PEPER II)
8710.5600 Teachers of Special Education:
Emotional Behavioral Disorders
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 4-545
Subp. 3. Program requirements. A candidate for licensure as a teacher of
special education: emotional behavioral disorders must complete a
preparation program under subpart 2, item D, that must include the
candidate's demonstration of the knowledge and skills in items A to E.
A. A teacher of special education: emotional behavioral disorders
understands the central concepts, tools of inquiry, and history and context of
emotional behavioral disorders as a foundation on which to base practice.
The teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
emotional behavioral disorders;
(2) current educational definitions, identification criteria and labeling issues,
and entrance and exit criteria pertaining to children and youth with
emotional
behavioral disorders;
(3) etiology, characteristics, and classifications of emotional behavioral
disorders;
(4) social development theory;
(5) socioeconomic factors that impact students experiencing an emotional
behavioral disorder;
(6) impact of disabling conditions on behaviors;
(7) impacts of abuse and dependency on individuals, their families, and the
community;
(8) factors that build resiliency;
(9) how aggression, anxiety, withdrawal, and thought disorder affect
behavior;
(10) the legal system as it affects children and youth with emotional
behavioral disorders;
(11) the major mental health disorders manifested during childhood,
adolescence, and adulthood and the complexities of comorbidity including
behavioral manifestations of these disorders;
FORM I-C MATRIX
SPED4-646
SPED 4-647
LD METH
DD METH
SPED 455
SPED 4-660
SPED 4-661
DD STUD
DD STUD
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-545
(12) nationally accepted psychiatric nomenclature necessary to
communicate effectively with families, mental health professionals, and
other personnel across agencies; and
(13) the relationship between emotional behavioral disorders and children's
mental health.
B. A teacher of special education: emotional behavioral disorders
understands referral, assessment, planning, and placement procedures
specific to teaching students with emotional behavioral disorders. The
teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration and interpretation of
formal and informal assessments for students with emotional behavioral
disorders and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with emotional
behavioral disorders;
(4) how to interview, gather, and maintain information from parents,
families, teachers, and others for the purpose of assessment and planning,
developing, implementing, and evaluating individual education programs;
(5) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
emotional behavioral disorders;
(6) rationale for selecting specific behavior management strategies for
students experiencing emotional behavioral disorders;
(7) various educational placement options and the selection of appropriate
options based on the needs of the student; and
(8) how to integrate assessment results and information generally available
from family, school personnel, legal system, department of social and health
services, and mental health agencies in developing individual education
program plans.
C. A teacher of special education: emotional behavioral disorders
understands how to use individual education program plans to design and
implement developmentally appropriate instruction for students with
emotional behavioral disorders. The teacher must understand how to:
(1) identify target behaviors to be changed and the critical variables
affecting the target behavior, including antecedent events and consequences;
(2) develop, implement, and evaluate a systematic behavior management
plan for students experiencing emotional behavioral disorders;
(3) apply the theory and rationale underlying various curriculum approaches
to basic skills and how to select and implement remedial strategies in
academic skill areas;
K
SPED4-646
SPED 4-647
SPED 455
SPED 4-660
SPED 4-661
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-545
(4) integrate academic instruction, affective education, and behavior
management for individual students and groups of students experiencing
emotional behavior disorders;
(5) design and use materials for skill development in social areas;
(6) determine each student's reinforcement preference hierarchy and use
different reinforcers to change and maintain behavior;
(7) apply a variety of positive procedures and proactive strategies for
managing targeted behaviors;
(8) apply appropriate behavior management strategies and safety procedures
to be used in crisis situations;
(9) apply strategies for managing presenting behavior and specific
educational-social problems, selecting a functional and safe classroom
design, and establishing consistent classroom routines for students
experiencing emotional behavioral disorders;
(10) apply ethical and legal considerations in the effective use of intrusive
behavioral interventions;
(11) construct instructional sequences to teach transition skills based on the
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(12) how to monitor, summarize, and evaluate the acquisition of the
outcomes stated in the individual plans.
D. A teacher of special education: emotional behavioral disorders
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their families in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
students with emotional behavioral disorders;
(3) issues, resources, and strategies used to transition students experiencing
emotional behavioral disorders into and out of alternative environments,
including special centers, psychiatric hospitals, and residential treatment
centers;
(4) educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with emotional
behavioral disorders;
(5) the role and responsibilities of mental health professionals in providing
services to students with emotional behavioral disorders and how this role
differs from that of the teacher of special education, emotional behavioral
disorders; and
SPED4-646
SPED 4-647
SPED 455
SPED 4-660
SPED 4-661
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-545
(6) how to access information relevant to the field of emotional behavioral
disorders through consumer and professional organizations, publications,
and journals.
E. A teacher of special education: emotional behavioral disorders applies
the standards of effective practice in teaching students with emotional
behavioral disorders through a variety of early and ongoing clinical
experiences with kindergarten or primary, intermediate or middle level, and
high school students across a range of service delivery models.
Subp. 4. Continuing licensure. A continuing license shall be issued and
renewed according to rules of the Board of Teaching governing continuing
licenses.
Subp. 5. Effective date. Requirements in this part for licensure as a teacher
of special education: emotional behavioral disorders are effective on
September 1, 2001, and thereafter.
SPED4-646
SPED 4-647
SPED 455
S
SPED 4-660
SPED 4-661
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
8710.5600 TEACHERS OF SPECIAL EDUCATION: EMOTIONAL BEHAVIORAL DISORDERS
Professional Education Program Evaluation Report
(PEPER II)
8710.5600 Teachers of Special Education:
Emotional Behavioral Disorders
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 4-545
Subp. 3. Program requirements. A candidate for licensure as a teacher of
special education: emotional behavioral disorders must complete a
preparation program under subpart 2, item D, that must include the
candidate's demonstration of the knowledge and skills in items A to E.
A. A teacher of special education: emotional behavioral disorders
understands the central concepts, tools of inquiry, and history and context of
emotional behavioral disorders as a foundation on which to base practice.
The teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
emotional behavioral disorders;
(2) current educational definitions, identification criteria and labeling issues,
and entrance and exit criteria pertaining to children and youth with
emotional
behavioral disorders;
(3) etiology, characteristics, and classifications of emotional behavioral
disorders;
(4) social development theory;
(5) socioeconomic factors that impact students experiencing an emotional
behavioral disorder;
(6) impact of disabling conditions on behaviors;
(7) impacts of abuse and dependency on individuals, their families, and the
community;
(8) factors that build resiliency;
(9) how aggression, anxiety, withdrawal, and thought disorder affect
behavior;
(10) the legal system as it affects children and youth with emotional
behavioral disorders;
(11) the major mental health disorders manifested during childhood,
adolescence, and adulthood and the complexities of comorbidity including
behavioral manifestations of these disorders;
FORM I-C MATRIX
SPED4-646
SPED 4-647
LD METH
DD METH
SPED 455
SPED 4-660
SPED 4-661
DD STUD
DD STUD
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-545
(12) nationally accepted psychiatric nomenclature necessary to
communicate effectively with families, mental health professionals, and
other personnel across agencies; and
(13) the relationship between emotional behavioral disorders and children's
mental health.
B. A teacher of special education: emotional behavioral disorders
understands referral, assessment, planning, and placement procedures
specific to teaching students with emotional behavioral disorders. The
teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration and interpretation of
formal and informal assessments for students with emotional behavioral
disorders and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with emotional
behavioral disorders;
(4) how to interview, gather, and maintain information from parents,
families, teachers, and others for the purpose of assessment and planning,
developing, implementing, and evaluating individual education programs;
(5) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
emotional behavioral disorders;
(6) rationale for selecting specific behavior management strategies for
students experiencing emotional behavioral disorders;
(7) various educational placement options and the selection of appropriate
options based on the needs of the student; and
(8) how to integrate assessment results and information generally available
from family, school personnel, legal system, department of social and health
services, and mental health agencies in developing individual education
program plans.
C. A teacher of special education: emotional behavioral disorders
understands how to use individual education program plans to design and
implement developmentally appropriate instruction for students with
emotional behavioral disorders. The teacher must understand how to:
(1) identify target behaviors to be changed and the critical variables
affecting the target behavior, including antecedent events and consequences;
(2) develop, implement, and evaluate a systematic behavior management
plan for students experiencing emotional behavioral disorders;
(3) apply the theory and rationale underlying various curriculum approaches
to basic skills and how to select and implement remedial strategies in
academic skill areas;
K
SPED4-646
SPED 4-647
SPED 455
SPED 4-660
SPED 4-661
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-545
(4) integrate academic instruction, affective education, and behavior
management for individual students and groups of students experiencing
emotional behavior disorders;
(5) design and use materials for skill development in social areas;
(6) determine each student's reinforcement preference hierarchy and use
different reinforcers to change and maintain behavior;
(7) apply a variety of positive procedures and proactive strategies for
managing targeted behaviors;
(8) apply appropriate behavior management strategies and safety procedures
to be used in crisis situations;
(9) apply strategies for managing presenting behavior and specific
educational-social problems, selecting a functional and safe classroom
design, and establishing consistent classroom routines for students
experiencing emotional behavioral disorders;
(10) apply ethical and legal considerations in the effective use of intrusive
behavioral interventions;
(11) construct instructional sequences to teach transition skills based on the
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(12) how to monitor, summarize, and evaluate the acquisition of the
outcomes stated in the individual plans.
D. A teacher of special education: emotional behavioral disorders
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their families in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
students with emotional behavioral disorders;
(3) issues, resources, and strategies used to transition students experiencing
emotional behavioral disorders into and out of alternative environments,
including special centers, psychiatric hospitals, and residential treatment
centers;
(4) educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with emotional
behavioral disorders;
(5) the role and responsibilities of mental health professionals in providing
services to students with emotional behavioral disorders and how this role
differs from that of the teacher of special education, emotional behavioral
disorders; and
SPED4-646
SPED 4-647
SPED 455
SPED 4-660
SPED 4-661
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-545
(6) how to access information relevant to the field of emotional behavioral
disorders through consumer and professional organizations, publications,
and journals.
E. A teacher of special education: emotional behavioral disorders applies
the standards of effective practice in teaching students with emotional
behavioral disorders through a variety of early and ongoing clinical
experiences with kindergarten or primary, intermediate or middle level, and
high school students across a range of service delivery models.
Subp. 4. Continuing licensure. A continuing license shall be issued and
renewed according to rules of the Board of Teaching governing continuing
licenses.
Subp. 5. Effective date. Requirements in this part for licensure as a teacher
of special education: emotional behavioral disorders are effective on
September 1, 2001, and thereafter.
SPED4-646
SPED 4-647
SPED 455
S
SPED 4-660
SPED 4-661
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
8710.5600 TEACHERS OF SPECIAL EDUCATION: EMOTIONAL BEHAVIORAL DISORDERS
Professional Education Program Evaluation Report
(PEPER II)
8710.5600 Teachers of Special Education:
Emotional Behavioral Disorders
Subp. 3. Program requirements. A candidate for licensure as a teacher of
special education: emotional behavioral disorders must complete a
preparation program under subpart 2, item D, that must include the
candidate's demonstration of the knowledge and skills in items A to E.
A. A teacher of special education: emotional behavioral disorders
understands the central concepts, tools of inquiry, and history and context of
emotional behavioral disorders as a foundation on which to base practice.
The teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
emotional behavioral disorders;
(2) current educational definitions, identification criteria and labeling issues,
and entrance and exit criteria pertaining to children and youth with
emotional
behavioral disorders;
(3) etiology, characteristics, and classifications of emotional behavioral
disorders;
(4) social development theory;
(5) socioeconomic factors that impact students experiencing an emotional
behavioral disorder;
(6) impact of disabling conditions on behaviors;
(7) impacts of abuse and dependency on individuals, their families, and the
community;
(8) factors that build resiliency;
(9) how aggression, anxiety, withdrawal, and thought disorder affect
behavior;
(10) the legal system as it affects children and youth with emotional
behavioral disorders;
(11) the major mental health disorders manifested during childhood,
adolescence, and adulthood and the complexities of comorbidity including
behavioral manifestations of these disorders;
FORM I-C MATRIX
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 4-670
SPED 4-671
STUD
EBD
STUD
EBD
SPED 4-680
SPED 4-681
SPED 490
St. Cloud State University
(12) nationally accepted psychiatric nomenclature necessary to
communicate effectively with families, mental health professionals, and
other personnel across agencies; and
(13) the relationship between emotional behavioral disorders and children's
mental health.
B. A teacher of special education: emotional behavioral disorders
understands referral, assessment, planning, and placement procedures
specific to teaching students with emotional behavioral disorders. The
teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration and interpretation of
formal and informal assessments for students with emotional behavioral
disorders and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with emotional
behavioral disorders;
(4) how to interview, gather, and maintain information from parents,
families, teachers, and others for the purpose of assessment and planning,
developing, implementing, and evaluating individual education programs;
(5) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
emotional behavioral disorders;
(6) rationale for selecting specific behavior management strategies for
students experiencing emotional behavioral disorders;
(7) various educational placement options and the selection of appropriate
options based on the needs of the student; and
(8) how to integrate assessment results and information generally available
from family, school personnel, legal system, department of social and health
services, and mental health agencies in developing individual education
program plans.
C. A teacher of special education: emotional behavioral disorders
understands how to use individual education program plans to design and
implement developmentally appropriate instruction for students with
emotional behavioral disorders. The teacher must understand how to:
(1) identify target behaviors to be changed and the critical variables
affecting the target behavior, including antecedent events and
consequences;
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-670
SPED 4-671
S
S
S
S
S
S
SPED 4-680
SPED 4-681
SPED 490
St. Cloud State University
(2) develop, implement, and evaluate a systematic behavior management
plan for students experiencing emotional behavioral disorders;
(3) apply the theory and rationale underlying various curriculum approaches
to basic skills and how to select and implement remedial strategies in
academic skill areas;
(4) integrate academic instruction, affective education, and behavior
management for individual students and groups of students experiencing
emotional behavior disorders;
(5) design and use materials for skill development in social areas;
(6) determine each student's reinforcement preference hierarchy and use
different reinforcers to change and maintain behavior;
(7) apply a variety of positive procedures and proactive strategies for
managing targeted behaviors;
(8) apply appropriate behavior management strategies and safety procedures
to be used in crisis situations;
(9) apply strategies for managing presenting behavior and specific
educational-social problems, selecting a functional and safe classroom
design, and establishing consistent classroom routines for students
experiencing emotional behavioral disorders;
(10) apply ethical and legal considerations in the effective use of intrusive
behavioral interventions;
(11) construct instructional sequences to teach transition skills based on the
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(12) how to monitor, summarize, and evaluate the acquisition of the
outcomes stated in the individual plans.
D. A teacher of special education: emotional behavioral disorders
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their families in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
students with emotional behavioral disorders;
(3) issues, resources, and strategies used to transition students experiencing
emotional behavioral disorders into and out of alternative environments,
including special centers, psychiatric hospitals, and residential treatment
centers;
(4) educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with emotional
behavioral disorders;
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-670
SPED 4-671
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
SPED 4-680
SPED 4-681
SPED 490
St. Cloud State University
(5) the role and responsibilities of mental health professionals in providing
services to students with emotional behavioral disorders and how this role
differs from that of the teacher of special education, emotional behavioral
disorders; and
(6) how to access information relevant to the field of emotional behavioral
disorders through consumer and professional organizations, publications,
and journals.
E. A teacher of special education: emotional behavioral disorders applies
the standards of effective practice in teaching students with emotional
behavioral disorders through a variety of early and ongoing clinical
experiences with kindergarten or primary, intermediate or middle level, and
high school students across a range of service delivery models.
Subp. 4. Continuing licensure. A continuing license shall be issued and
renewed according to rules of the Board of Teaching governing continuing
licenses.
Subp. 5. Effective date. Requirements in this part for licensure as a teacher
of special education: emotional behavioral disorders are effective on
September 1, 2001, and thereafter.
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 4-670
SPED 4-671
S
S
SPED 4-680
SPED 4-681
SPED 490
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
8710.5600 TEACHERS OF SPECIAL EDUCATION: EMOTIONAL BEHAVIORAL DISORDERS
Professional Education Program Evaluation Report
(PEPER II)
8710.5600 Teachers of Special Education:
Emotional Behavioral Disorders
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
SPED 648
Subp. 3. Program requirements. A candidate for licensure as a teacher of
special education: emotional behavioral disorders must complete a
preparation program under subpart 2, item D, that must include the
candidate's demonstration of the knowledge and skills in items A to E.
A. A teacher of special education: emotional behavioral disorders
understands the central concepts, tools of inquiry, and history and context of
emotional behavioral disorders as a foundation on which to base practice.
The teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
emotional behavioral disorders;
(2) current educational definitions, identification criteria and labeling issues,
and entrance and exit criteria pertaining to children and youth with
emotional
behavioral disorders;
(3) etiology, characteristics, and classifications of emotional behavioral
disorders;
(4) social development theory;
(5) socioeconomic factors that impact students experiencing an emotional
behavioral disorder;
(6) impact of disabling conditions on behaviors;
(7) impacts of abuse and dependency on individuals, their families, and the
community;
(8) factors that build resiliency;
(9) how aggression, anxiety, withdrawal, and thought disorder affect
behavior;
(10) the legal system as it affects children and youth with emotional
behavioral disorders;
(11) the major mental health disorders manifested during childhood,
adolescence, and adulthood and the complexities of comorbidity including
behavioral manifestations of these disorders;
FORM I-C MATRIX
SPED 650
SPED 651
CEEP 262
K
CDIS 468
IM 260
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 648
(12) nationally accepted psychiatric nomenclature necessary to
communicate effectively with families, mental health professionals, and
other personnel across agencies; and
(13) the relationship between emotional behavioral disorders and children's
mental health.
B. A teacher of special education: emotional behavioral disorders
understands referral, assessment, planning, and placement procedures
specific to teaching students with emotional behavioral disorders. The
teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration and interpretation of
formal and informal assessments for students with emotional behavioral
disorders and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with emotional
behavioral disorders;
(4) how to interview, gather, and maintain information from parents,
families, teachers, and others for the purpose of assessment and planning,
developing, implementing, and evaluating individual education programs;
(5) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
emotional behavioral disorders;
(6) rationale for selecting specific behavior management strategies for
students experiencing emotional behavioral disorders;
(7) various educational placement options and the selection of appropriate
options based on the needs of the student; and
(8) how to integrate assessment results and information generally available
from family, school personnel, legal system, department of social and health
services, and mental health agencies in developing individual education
program plans.
C. A teacher of special education: emotional behavioral disorders
understands how to use individual education program plans to design and
implement developmentally appropriate instruction for students with
emotional behavioral disorders. The teacher must understand how to:
(1) identify target behaviors to be changed and the critical variables
affecting the target behavior, including antecedent events and consequences;
(2) develop, implement, and evaluate a systematic behavior management
plan for students experiencing emotional behavioral disorders;
SPED 650
SPED 651
CEEP 262
CDIS 468
IM 260
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 648
(3) apply the theory and rationale underlying various curriculum approaches
to basic skills and how to select and implement remedial strategies in
academic skill areas;
(4) integrate academic instruction, affective education, and behavior
management for individual students and groups of students experiencing
emotional behavior disorders;
(5) design and use materials for skill development in social areas;
(6) determine each student's reinforcement preference hierarchy and use
different reinforcers to change and maintain behavior;
(7) apply a variety of positive procedures and proactive strategies for
managing targeted behaviors;
(8) apply appropriate behavior management strategies and safety procedures
to be used in crisis situations;
(9) apply strategies for managing presenting behavior and specific
educational-social problems, selecting a functional and safe classroom
design, and establishing consistent classroom routines for students
experiencing emotional behavioral disorders;
(10) apply ethical and legal considerations in the effective use of intrusive
behavioral interventions;
(11) construct instructional sequences to teach transition skills based on the
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(12) how to monitor, summarize, and evaluate the acquisition of the
outcomes stated in the individual plans.
D. A teacher of special education: emotional behavioral disorders
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their families in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
students with emotional behavioral disorders;
(3) issues, resources, and strategies used to transition students experiencing
emotional behavioral disorders into and out of alternative environments,
including special centers, psychiatric hospitals, and residential treatment
centers;
(4) educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with emotional
behavioral disorders;
SPED 650
SPED 651
CEEP 262
CDIS 468
IM 260
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
SPED 648
(5) the role and responsibilities of mental health professionals in providing
services to students with emotional behavioral disorders and how this role
differs from that of the teacher of special education, emotional behavioral
disorders; and
(6) how to access information relevant to the field of emotional behavioral
disorders through consumer and professional organizations, publications,
and journals.
E. A teacher of special education: emotional behavioral disorders applies
the standards of effective practice in teaching students with emotional
behavioral disorders through a variety of early and ongoing clinical
experiences with kindergarten or primary, intermediate or middle level, and
high school students across a range of service delivery models.
Subp. 4. Continuing licensure. A continuing license shall be issued and
renewed according to rules of the Board of Teaching governing continuing
licenses.
Subp. 5. Effective date. Requirements in this part for licensure as a teacher
of special education: emotional behavioral disorders are effective on
September 1, 2001, and thereafter.
SPED 650
SPED 651
CEEP 262
CDIS 468
IM 260
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
8710.5600 TEACHERS OF SPECIAL EDUCATION: EMOTIONAL BEHAVIORAL DISORDERS
Professional Education Program Evaluation Report
(PEPER II)
8710.5600 Teachers of Special Education:
Emotional Behavioral Disorders
MATRIX Form I-C
Identify coding used to indicate placement or assignment of standards here: (example:
K=knowledge, A= assessed)
Insert COURSE NUMBER & ID below
IM 422
Subp. 3. Program requirements. A candidate for licensure as a teacher of
special education: emotional behavioral disorders must complete a
preparation program under subpart 2, item D, that must include the
candidate's demonstration of the knowledge and skills in items A to E.
A. A teacher of special education: emotional behavioral disorders
understands the central concepts, tools of inquiry, and history and context of
emotional behavioral disorders as a foundation on which to base practice.
The teacher must understand:
(1) historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with
emotional behavioral disorders;
(2) current educational definitions, identification criteria and labeling issues,
and entrance and exit criteria pertaining to children and youth with
emotional
behavioral disorders;
(3) etiology, characteristics, and classifications of emotional behavioral
disorders;
(4) social development theory;
(5) socioeconomic factors that impact students experiencing an emotional
behavioral disorder;
(6) impact of disabling conditions on behaviors;
(7) impacts of abuse and dependency on individuals, their families, and the
community;
(8) factors that build resiliency;
(9) how aggression, anxiety, withdrawal, and thought disorder affect
behavior;
(10) the legal system as it affects children and youth with emotional
behavioral disorders;
(11) the major mental health disorders manifested during childhood,
adolescence, and adulthood and the complexities of comorbidity including
behavioral manifestations of these disorders;
FORM I-C MATRIX
HLTH 301
K
HURL 4-597
HURL 4-598
CDIS 466
MATH 330
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
IM 422
(12) nationally accepted psychiatric nomenclature necessary to
communicate effectively with families, mental health professionals, and
other personnel across agencies; and
(13) the relationship between emotional behavioral disorders and children's
mental health.
B. A teacher of special education: emotional behavioral disorders
understands referral, assessment, planning, and placement procedures
specific to teaching students with emotional behavioral disorders. The
teacher must understand:
(1) referral and intervention procedures;
(2) use, limitations, ethical concerns, administration and interpretation of
formal and informal assessments for students with emotional behavioral
disorders and how to effectively communicate the results to the students,
families, teachers, and other professionals;
(3) how to adapt and modify existing assessment tools and methods to
accommodate the unique abilities and needs of students with emotional
behavioral disorders;
(4) how to interview, gather, and maintain information from parents,
families, teachers, and others for the purpose of assessment and planning,
developing, implementing, and evaluating individual education programs;
(5) factors that may influence the over- and under-representation of
culturally or linguistically diverse students in programs for students with
emotional behavioral disorders;
(6) rationale for selecting specific behavior management strategies for
students experiencing emotional behavioral disorders;
(7) various educational placement options and the selection of appropriate
options based on the needs of the student; and
(8) how to integrate assessment results and information generally available
from family, school personnel, legal system, department of social and health
services, and mental health agencies in developing individual education
program plans.
C. A teacher of special education: emotional behavioral disorders
understands how to use individual education program plans to design and
implement developmentally appropriate instruction for students with
emotional behavioral disorders. The teacher must understand how to:
(1) identify target behaviors to be changed and the critical variables
affecting the target behavior, including antecedent events and consequences;
(2) develop, implement, and evaluate a systematic behavior management
plan for students experiencing emotional behavioral disorders;
(3) apply the theory and rationale underlying various curriculum approaches
to basic skills and how to select and implement remedial strategies in
academic skill areas;
HLTH 301
HURL 4-597
HURL 4-598
CDIS 466
MATH 330
K
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
IM 422
(4) integrate academic instruction, affective education, and behavior
management for individual students and groups of students experiencing
emotional behavior disorders;
(5) design and use materials for skill development in social areas;
(6) determine each student's reinforcement preference hierarchy and use
different reinforcers to change and maintain behavior;
(7) apply a variety of positive procedures and proactive strategies for
managing targeted behaviors;
(8) apply appropriate behavior management strategies and safety procedures
to be used in crisis situations;
(9) apply strategies for managing presenting behavior and specific
educational-social problems, selecting a functional and safe classroom
design, and establishing consistent classroom routines for students
experiencing emotional behavioral disorders;
(10) apply ethical and legal considerations in the effective use of intrusive
behavioral interventions;
(11) construct instructional sequences to teach transition skills based on the
cognitive, affective, and academic strengths of each student and plans for
transition from school to postsecondary training and employment; and
(12) how to monitor, summarize, and evaluate the acquisition of the
outcomes stated in the individual plans.
D. A teacher of special education: emotional behavioral disorders
communicates and interacts with students, families, other teachers, and the
community to support student learning and well-being. The teacher must
understand:
(1) how to assist students and their families in making choices that impact
academic and occupational decisions;
(2) sources of unique services, networks, agencies, and organizations for
students with emotional behavioral disorders;
(3) issues, resources, and strategies used to transition students experiencing
emotional behavioral disorders into and out of alternative environments,
including special centers, psychiatric hospitals, and residential treatment
centers;
(4) educational roles and responsibilities of other teachers and support
personnel in providing educational services to students with emotional
behavioral disorders;
(5) the role and responsibilities of mental health professionals in providing
services to students with emotional behavioral disorders and how this role
differs from that of the teacher of special education, emotional behavioral
disorders; and
HLTH 301
HURL 4-597
HURL 4-598
CDIS 466
MATH 330
St. Cloud State University
8710.5600 Special Education: Emotional Behavioral Disorders
IM 422
(6) how to access information relevant to the field of emotional behavioral
disorders through consumer and professional organizations, publications,
and journals.
E. A teacher of special education: emotional behavioral disorders applies
the standards of effective practice in teaching students with emotional
behavioral disorders through a variety of early and ongoing clinical
experiences with kindergarten or primary, intermediate or middle level, and
high school students across a range of service delivery models.
Subp. 4. Continuing licensure. A continuing license shall be issued and
renewed according to rules of the Board of Teaching governing continuing
licenses.
Subp. 5. Effective date. Requirements in this part for licensure as a teacher
of special education: emotional behavioral disorders are effective on
September 1, 2001, and thereafter.
RETURN TO INDEX
HLTH 301
HURL 4-597
HURL 4-598
CDIS 466
MATH 330