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Formulate Procedures and Practices for Positive Classroom Behavior for Students with EBD Instructions This assignment is designed to help you formulate proper procedures and practices for positive classroom behavior for students with EBD as well as the legal aspects.

Formulate Procedures and Practices for Positive Classroom Behavior for Students with EBD Instructions This assignment is designed to help you formulate proper procedures and practices for positive classroom behavior for students with EBD as well as the legal aspects. Be sure to include the following:

Part 1: Describe the most salient features of classroom behavior procedures and practices when working with EBD students. In your discussion, include the pros and cons of using level systems and point systems. Then, justify why reinforcement is often necessary for students with EBD to follow basic rules and expectations. Part 2: Explain the important legal implications for state and national levels surrounding suspension of students with EBD and the process of conducting a manifest determination. Consider the implications of student removal from the classroom. Part 3: Select three methods to respond to disruptive behavior. Using these methods and others you may have read, outline a procedure to create positive behavior norms for students with EBD in a regular classroom context at a grade level or span of personal interest. Support your assignment with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included. Length: 5-6 pages, not including title and reference pages

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