Teaching Tool in Social Studies:

Inclusive Education for Students with

Emotional and/or Behavioral Disorders

By Conner Tuttle
Defining Characteristics of
Emotional and/or Behavioral Disorders(E/BD)

 External Behaviors Can Include

 Aggression (Physical and/or Verbal)
 Rule Breaking
 Noncompliance
 Internalized Behaviors
 Social Withdrawl
 Anxiety
 Depression
Self-Regulated Strategy
Development(SRSD)
 SRSD is a system of teaching strategies intended to be ”effective in
assisting learners with acquiring, retaining, and generalizing
information, and efficient, helping them acquire the information in the
least amount of time” (Lenz, Ellis, & Scanlon, 1996).
 SRSD’s central ideas are based on writing researchers work on what
good writers do. Which is plan, monitor, evaluate, revise, and then
manage the process.
 The technique is student centered as it requires the student to reflect
upon their own work and evaluate their process.
 SRSD strategies are relatively new and the scientific research on their
effectiveness continues to grow
Introducing POW TREE
Implementing

 Lesson 1 Explain the POW TREE Model and Demonstrate how you use
it
 Lesson 2 Have the students Practice the model with an unlimited free
write
 Lesson 3 Have the students Practice the model with an unlimited free
wrtie and guide them through reviewing their work
 Lesson 4+ Have the students Practice the model with a reduction in
time for the free write
 Final Lesson: Have the students Implement the model with the 10
minute free write limitation.
 Review Lesson: Review the model briefly, and give the 10 minute free
write.
Discipline Material 1: Media Bias

 Media Bias
Discipline Material 2
Conclusion

 SRSD POW-TREE can be an effective tool in teaching E/BD students

social studies
 The time used is practical for the standard 50 minute class schedule.
 Students report enjoying writing more and wanting to use this method
outside of class time
Refrences

 Popham, M., Counts, J., Ryan, J. B., & Katsiyannis, A. (2018). A systematic review of self‐regulation strategies to improve
academic outcomes of students with EBD. Journal of Research in Special Educational Needs, 18(4), 239-253.

 Hauth, C., Mastropieri, M., Scruggs, T., & Regan, K. (2013). Can students with emotional and/or behavioral disabilities
improve on planning and writing in the content areas of civics and mathematics?. Behavioral Disorders, 38(3), 154-170.

 Mason, L. H., Kubina Jr, R. M., & Hoover, T. (2013). Effects of quick writing instruction for high school students with
emotional disturbances. Journal of Emotional and Behavioral Disorders, 21(3), 163-175.

 Pulos, J. M., Peltier, C., Williams-Diehm, K. L., & Martin, J. E. (2019). Promoting Academic and Nonacademic Behaviors in
Students With EBD Using the Self-Determined Learning Model of Instruction: A Mathematics Example. Beyond Behavior,
1074295619871009.

 Asaro-Saddler, K. (2016). Writing instruction and self-regulation for students with autism spectrum disorders. Topics in
Language Disorders, 36(3), 266-283.