<p> 087189fe544b84d119203f8033ce0d2d.docx Page 1 of 8 Specialty Set: Initial Special Education Emotional and Behavioral Disorders</p><p>1 Initial Preparation Standard 1 Learner Development and Individual Learning Differences Revised Previous</p><p>Knowledge</p><p>ISCI 1 K1 ICC 2 K1 Typical and atypical human growth and development Similarities and differences among individuals with ISCI 1 K2 ICC 2 K6 exceptionalities Educational implications of characteristics of various ISCI 1 K3 ICC 2 K2 exceptionalities Family systems and the role of families in supporting ISCI 1 K4 ICC 2 K4 development Cultural perspectives influencing the relationships among ISCI 1 K5 ICC 3 K4 families, schools, and communities as related to instruction Variations in beliefs, traditions, and values across and within ISCI 1 K6 ICC 3 K3 cultures and their effects on relationships among individuals with exceptionalities, family, and schooling Characteristics and effects of the cultural and environmental ISCI 1 K7 ICC 2 K3 milieu of the individual with exceptionalities and the family Similarities and differences of individuals with and without ISCI 1 K8 ICC 2 K5 exceptionalities Effects of various medications on individuals with ISCI 1 K9 ICC 2 K7 exceptionalities Effects an exceptional condition(s) can have on an individual’s ISCI 1 K10 ICC 3 K1 life Impact of learners’ academic and social abilities, attitudes, ISCI 1 K11 ICC 3 K2 interests, and values on instruction and career development Differing ways of learning of individuals with exceptionalities, ISCI 1 K12 ICC 3 K5 including those from culturally diverse backgrounds and strategies for addressing these differences Effects of cultural and linguistic differences on growth and ISCI 1 K13 ICC 6 K1 development Characteristics of one’s own culture and use of language and ISCI 1 K14 ICC 6 K2 the ways in which these can differ from other cultures and uses of languages Ways of behaving and communicating among cultures that can ISCI 1 K15 ICC 6 K3 lead to misinterpretation and misunderstanding Range of characteristics within and among individuals with EBD 1 K1 BD 2 K1 emotional/behavioral disorders Co-occurrence of emotional and behavioral disorders with EBD 1 K2 BD 2 K2 other exceptionalities Performance issues in the core academic content for EBD 1 K3 BD 3 K1 individuals with emotional and behavior disorders</p><p>1 The knowledge described in this Standard is applied to skills in other Standards. EBD 1 K4 BD 3 K2 Impact of emotional factors on the learning process</p><p>Skills</p><p>None in addition to the initial common core</p><p>Preparation Standard 2 Learning Environments Knowledge</p><p>ISCI 2 K1 ICC 5 K1 Demands of learning environments Basic classroom management theories and strategies for ISCI 2 K2 ICC 5 K2 individuals with exceptionalities ISCI 2 K3 ICC 5 K3 Effective management of teaching and learning Teacher attitudes and behaviors that influence behavior of ISCI 2 K4 ICC 5 K4 individuals with exceptionalities ISCI 2 K5 ICC 5 K5 Social skills needed for educational and other environments ISCI 2 K6 ICC 5 K6 Strategies for crisis prevention and intervention Strategies for preparing individuals to live harmoniously and ISCI 2 K7 ICC 5 K7 productively in a culturally diverse world Ways to create learning environments that allow individuals to ISCI 2 K8 ICC 5 K8 retain and appreciate their own and each other’s respective language and cultural heritage ISCI 2 K9 ICC 5 K9 Ways cultures are negatively stereotyped Strategies used by diverse populations to cope with a legacy of ISCI 2 K10 ICC 5 K10 former and continuing racism Advantages and disadvantages of placement options for EBD 2 K1 BD 5 K1 individuals with emotional/behavior disorders</p><p>Skills</p><p>Create a safe, equitable, positive, and supportive learning ISCI 2 S1 ICC 5 S1 environment in which diversities are valued Identify realistic expectations for personal and social behavior ISCI 2 S2 ICC 5 S2 in various settings Identify supports needed for integration into various program ISCI 2 S3 ICC 5 S3 placements Design learning environments that encourage active ISCI 2 S4 ICC 5 S4 participation in individual and group activities ISCI 2 S5 ICC 5 S5 Modify the learning environment to manage behaviors Use performance data and information from all stakeholders to ISCI 2 S6 ICC 5 S6 make or suggest modifications in learning environments Establish and maintain rapport with individuals with and without ISCI 2 S7 ICC 5 S7 exceptionalities ISCI 2 S8 ICC 5 S8 Teach self-advocacy 087189fe544b84d119203f8033ce0d2d.docx Page 3 of 8</p><p>Create an environment that encourages self-advocacy and ISCI 2 S9 ICC 5 S9 increased independence ISCI 2 S10 ICC 5 S10 Use effective and varied behavior management strategies Use the least intensive behavior management strategy ISCI 2 S11 ICC 5 S11 consistent with the needs of the individual with exceptionalities ISCI 2 S12 ICC 5 S12 Design and manage daily routines Organize, develop, and sustain learning environments that ISCI 2 S13 ICC 5 S13 support positive intra-cultural and intercultural experiences Mediate controversial intercultural issues among individuals ISCI 2 S14 ICC 5 S14 with exceptionalities within the learning environment in ways that enhance any culture, group, or person Structure, direct, and support the activities of paraeducators, ISCI 2 S15 ICC 5 S15 volunteers, and tutors ISCI 2 S16 ICC 5 S16 Use universal precautions None in addition to the initial common core</p><p>Preparation Standard 3 Curricular Content Knowledge Knowledge</p><p>Theories and research that form the basis of curriculum ISCI 3 K1 ICC 7 K1 development and instructional practice ISCI 3 K2 ICC 7 K2 Scope and sequences of general and special curricula ISCI 3 K3 ICC 7 K3 National, state or provincial, and local curricula standards Technology for planning and managing the teaching and ISCI 3 K4 ICC 7 K4 learning environment None in addition to the initial common core</p><p>Skills</p><p>Identify and prioritize areas of the general curriculum and ISCI 3 S1 ICC 7 S1 accommodations for individuals with exceptionalities ISCI 3 S2 ICC 7 S7 Integrate affective, social, and life skills with academic curricula None in addition to the initial common core</p><p>Preparation Standard 4 Assessment Knowledge</p><p>ISCI 4 K1 ICC 8 K1 Basic terminology used in assessment Legal provisions and ethical principles regarding assessment of ISCI 4 K2 ICC 8 K2 individuals ISCI 4 K3 ICC 8 K3 Screening, prereferral, referral, and classification procedures ISCI 4 K4 ICC 8 K4 Use and limitations of assessment instruments National, state or provincial, and local accommodations and ISCI 4 K5 ICC 8 K5 modifications None in addition to the Initial Common Core Skills</p><p>ISCI 4 S1 ICC 8 S1 Gather relevant background information ISCI 4 S2 ICC 8 S2 Administer nonbiased formal and informal assessments ISCI 4 S3 ICC 8 S3 Use technology to conduct assessments ISCI 4 S4 ICC 8 S4 Develop or modify individualized assessment strategies ISCI 4 S5 ICC 8 S5 Interpret information from formal and informal assessments Use assessment information in making eligibility, program, and placement decisions for individuals with exceptionalities, ISCI 4 S6 ICC 8 S6 including those from culturally and/or linguistically diverse backgrounds Report assessment results to all stakeholders using effective ISCI 4 S7 ICC 8 S7 communication skills Evaluate instruction and monitor progress of individuals with ISCI 4 S8 ICC 8 S8 exceptionalities ISCI 4 S9 ICC 8 S9 Create and maintain records EBD 4 S1 BD 8 S1 Conduct functional behavior assessments Assess social behaviors of individuals with emotional/behavioral EBD 4 S2 BD 8 S2 disorders Prepare functional behavior assessment reports on individuals EBD 4 S3 BD 8 S3 with emotional/behavioral disorders</p><p>Preparation Standard 5 Instructional Planning & Strategies Knowledge</p><p>Roles and responsibilities of the paraeducator related to ISCI 5 K1 ICC 7 K5 instruction, intervention, and direct service Evidence-based practices validated for specific characteristics of ISCI 5 K2 ICC 4 K1 learners and settings ISCI 5 K3 ICC 6 K4 Augmentative and assistive communication strategies None in addition to the initial common core</p><p>Skills</p><p>Develop and implement comprehensive, longitudinal ISCI 5 S1 ICC 7 S2 individualized programs in collaboration with team members Involve the individual and family in setting instructional goals and ISCI 5 S2 ICC 7 S3 monitoring progress ISCI 5 S3 ICC 7 S4 Use functional assessments to develop intervention plans ISCI 5 S4 ICC 7 S5 Use task analysis Sequence, implement, and evaluate individualized learning ISCI 5 S5 ICC 7 S6 objectives Develop and select instructional content, resources, and ISCI 5 S6 ICC 7 S8 strategies that respond to cultural, linguistic, and gender differences 087189fe544b84d119203f8033ce0d2d.docx Page 5 of 8</p><p>Incorporate and implement instructional and assistive technology ISCI 5 S7 ICC 7 S9 into the educational program ISCI 5 S8 ICC 7 S10 Prepare lesson plans ISCI 5 S9 ICC 7 S11 Prepare and organize materials to implement daily lesson plans ISCI 5 S10 ICC 7 S12 Use instructional time effectively Make responsive adjustments to instruction based on continual ISCI 5 S11 ICC 7 S13 observations Prepare individuals to exhibit self-enhancing behavior in ISCI 5 S12 ICC 7 S14 response to societal attitudes and actions ISCI 5 S13 ICC 4 S1 Use strategies to facilitate integration into various settings Teach individuals to use self-assessment, problem-solving, and ISCI 5 S14 ICC 4 S2 other cognitive strategies to meet their needs Select, adapt, and use instructional strategies and materials ISCI 5 S15 ICC 4 S3 according to characteristics of the individual with exceptionalities Use strategies to facilitate maintenance and generalization of ISCI 5 S16 ICC 4 S4 skills across learning environments Use procedures to increase the individual’s self-awareness, self- ISCI 5 S17 ICC 4 S5 management, self-control, self-reliance, and self-esteem Use strategies that promote successful transitions for individuals ISCI 5 S18 ICC 4 S6 with exceptionalities Use strategies to support and enhance communication skills of ISCI 5 S19 ICC 6 S1 individuals with exceptionalities Use communication strategies and resources to facilitate understanding of subject matter for individuals with ISCI 5 S20 ICC 6 S2 exceptionalities whose primary language is not the dominant language Modify instructional practices in response to ongoing assessment ISCI 5 S21 ICC 7 S15 data Use nonaversive techniques to support targeted behavior and EBD 5 S1 BD 4 S1 maintain attention of individuals with emotional/behavioral disorders Use evidence-based practices to enhance academic and social EBD 5 S2 BD 4 S2 competence Use prevention and intervention strategies for individuals at risk EBD 5 S3 BD 4 S3 for emotional/behavioral disorders EBD 5 S4 BD 4 S4 Use strategies to teach alternative behaviors Plan and implement individualized reinforcement systems and EBD 5 S5 BD 7 S1 environmental modifications at levels equal to the intensity of the behavior Integrate academic and affective instruction with behavior EBD 5 S6 BD 7 S2 management for individuals and groups with emotional/behavioral disorders</p><p>Preparation Standard 6 Professional Learning & Ethical Practice Knowledge</p><p>Models, theories, philosophies, and research methods that form ISCI 6 K1 ICC 1 K1 the basis for special education practice Laws, policies, and ethical principles regarding behavior ISCI 6 K2 ICC 1 K2 management planning and implementation Relationship of special education to the organization and function ISCI 6 K3 ICC 1 K3 of educational agencies Rights and responsibilities of individuals with exceptionalities, ISCI 6 K4 ICC 1 K4 parents, teachers, and other professionals, and schools related to exceptionalities Issues in definition and identification of individuals with ISCI 6 K5 ICC 1 K5 exceptionalities, including those from culturally and linguistically diverse backgrounds Issues, assurances and due process rights related to ISCI 6 K6 ICC 1 K6 assessment, eligibility, and placement within a continuum of services Family systems and the role of families in the educational ISCI 6 K7 ICC 1 K7 process Historical points of view and contribution of culturally diverse ISCI 6 K8 ICC 1 K8 groups Impact of the dominant culture on shaping schools and the ISCI 6 K9 ICC 1 K9 individuals who study and work in them Potential impact of differences in values, languages, and ISCI 6 K10 ICC 1 K10 customs that can exist between the home and school Personal cultural biases and differences that affect one’s ISCI 6 K11 ICC 9 K1 teaching Importance of the teacher serving as a model for individuals with ISCI 6 K12 ICC 9 K2 exceptionalities ISCI 6 K13 ICC 9 K3 Continuum of lifelong professional development ISCI 6 K14 ICC 9 K4 Methods to remain current regarding research-validated practice Specialized terminology in the area of emotional/behavioral EBD 6 K1 BD 1 K1 disorders Impacts of the legal, judicial, and educational systems serving EBD 6 K2 BD 1 K2 individuals with emotional/behavioral disorders Principles of reinforcement theory in serving individuals with EBD 6 K3 BD 1 K3 emotional/behavioral disorders Principles of least restrictive environment for individuals with EBD 6 K4 BD 1 K4 emotional/behavioral disorders</p><p>Skills</p><p>Practice within the CEC Code of Ethics and other standards of ISCI 6 S1 ICC 9 S1 the profession Uphold high standards of competence and integrity and exercise ISCI 6 S2 ICC 9 S2 sound judgment in the practice of the professional ISCI 6 S3 ICC 9 S3 Act ethically in advocating for appropriate services Conduct professional activities in compliance with applicable ISCI 6 S4 ICC 9 S4 laws and policies Demonstrate commitment to developing the highest education ISCI 6 S5 ICC 9 S5 and quality-of-life potential of individuals with exceptionalities 087189fe544b84d119203f8033ce0d2d.docx Page 7 of 8</p><p>Demonstrate sensitivity for the culture, language, religion, ISCI 6 S6 ICC 9 S6 gender, disability, socioeconomic status, and sexual orientation of individuals ISCI 6 S7 ICC 9 S7 Practice within one’s skill limits and obtain assistance as needed ISCI 6 S8 ICC 9 S8 Use verbal, nonverbal, and written language effectively ISCI 6 S9 ICC 9 S9 Conduct self-evaluation of instruction ISCI 6 S10 ICC 9 S10 Access information on exceptionalities Reflect on one’s practice to improve instruction and guide ISCI 6 S11 ICC 9 S11 professional growth Engage in professional activities that benefit individuals with ISCI 6 S12 ICC 9 S12 exceptionalities, their families, and one’s colleagues ISCI 6 S13 ICC 9 S13 Demonstrate commitment to engage in evidence-based practices ISCI 6 S14 ICC 1 S1 Articulate personal philosophy of special education None in addition to the initial common core</p><p>Preparation Standard 7 Collaboration Knowledge</p><p>ISCI 7 K1 ICC 10 K1 Models and strategies of consultation and collaboration Roles of individuals with exceptionalities, families, and school ISCI 7 K2 ICC 10 K2 and community personnel in planning of an individualized program Concerns of families of individuals with exceptionalities and ISCI 7 K3 ICC 10 K3 strategies to help address these concerns Culturally responsive factors that promote effective communication and collaboration with individuals with ISCI 7 K4 ICC 10 K4 exceptionalities, families, school personnel, and community members None in addition to the Initial Common Core</p><p>Skills</p><p>Maintain confidential communication about individuals with ISCI 7 S1 ICC 10 S1 exceptionalities Collaborate with families and others in assessment of individuals ISCI 7 S2 ICC 10 S2 with exceptionalities Foster respectful and beneficial relationships between families ISCI 7 S3 ICC 10 S3 and professionals Assist individuals with exceptionalities and their families in ISCI 7 S4 ICC 10 S4 becoming active participants in the educational team Plan and conduct collaborative conferences with individuals with ISCI 7 S5 ICC 10 S5 exceptionalities and their families Collaborate with school personnel and community members in ISCI 7 S6 ICC 10 S6 integrating individuals with exceptionalities into various settings Use group problem-solving skills to develop, implement, and ISCI 7 S7 ICC 10 S7 evaluate collaborative activities Model techniques and coach others in the use of instructional ISCI 7 S8 ICC 10 S8 methods and accommodations Communicate with school personnel about the characteristics ISCI 7 S9 ICC 10 S9 and needs of individuals with exceptionalities Communicate effectively with families of individuals with ISCI 7 S10 ICC 10 S10 exceptionalities from diverse backgrounds ISCI 7 S11 ICC 10 S11 Observe, evaluate, and provide feedback to paraeducators EBD 7 S1 BD 10 S1 Share effective behavior management techniques with families</p>