Praxis SpEd Behavioral/Emotional cheat sheet

IDEA (Individuals with Disabilities Education Act) ensures free appropriate public education (FAPE) in the least restrictive environment (LRE) for eligible students with disabilities.

Emotional disturbance (ED) is an IDEA disability category; criteria include inability to learn unexplained by other factors, inability to build relationships, inappropriate behavior, unhappiness/depression, and physical symptoms/fears.

Section 504 of the Rehabilitation Act prohibits discrimination based on disability and requires accommodations for students who do not qualify for IDEA services.

The continuum of placements ranges from general education with supports to residential facilities; LRE requires considering the general education classroom first with supplementary aids and services.

Positive behavioral interventions and supports (PBIS) is a tiered framework (Tier 1 universal, Tier 2 targeted, Tier 3 intensive) to improve behavioral outcomes.

Functional behavioral assessment (FBA) identifies the function of behavior; a behavior intervention plan (BIP) is developed from FBA results.

Procedural safeguards include prior written notice, informed consent, access to records, independent educational evaluation (IEE), and due process hearings.

Manifestation determination review (MDR) is required within 10 school days of a disciplinary change of placement to determine if behavior was caused by or directly related to the disability.

Universal design for learning (UDL) provides multiple means of engagement, representation, and action/expression to support diverse learners.

Externalizing behaviors include aggression, defiance, disruption, and noncompliance; internalizing behaviors include withdrawal, anxiety, depression, and somatic complaints.

Students with ED often have co-occurring conditions such as ADHD, anxiety disorders, depression, or learning disabilities.

Social skills deficits may include difficulty reading social cues, poor conflict resolution, and limited peer relationships.

Academic difficulties often accompany ED; students may have gaps in basic skills, poor organization, and low frustration tolerance.

Risk factors include poverty, abuse/neglect, family instability, exposure to violence, and inconsistent discipline; protective factors include supportive adults, positive school climate, and social-emotional competence.

Trauma-informed practices recognize the impact of adverse childhood experiences (ACEs) on behavior and learning.

Students with ED may exhibit chronic absenteeism, school refusal, or dropout risk; early intervention is critical.

Cultural and linguistic diversity must be considered to avoid misidentification; behaviors should be interpreted within cultural norms.

Screening tools (e.g., BASC-3, SDQ, SAEBRS) identify students at risk; they are not diagnostic.

Functional behavioral assessment (FBA) uses indirect (interviews, rating scales), direct (ABC recording), and functional analysis (experimental manipulation) methods.

ABC data collection records Antecedent, Behavior, and Consequence to identify patterns and hypothesize function (attention, escape, access to tangibles, sensory).

Behavior rating scales (e.g., BASC-3, CBCL, Conners) provide multi-informant perspectives (parent, teacher, self).

Curriculum-based measurement (CBM) and direct observation assess academic and behavioral progress.

IDEA requires a full and individual evaluation (FIE) using multiple sources and technically sound instruments; no single measure can be sole criterion.

Differential diagnosis must rule out social maladjustment, cultural differences, and other disabilities (e.g., autism, intellectual disability) before ED eligibility.

Progress monitoring uses repeated measures (e.g., DBRC, ODRs) to evaluate response to intervention and adjust supports.

Individualized Education Program (IEP) must include present levels of performance, measurable annual goals, special education and related services, and progress monitoring.

Behavior goals should be observable, measurable, and linked to FBA/BIP; examples include increasing on-task behavior or reducing aggression.

Explicit instruction (I do, we do, you do) with modeling, guided practice, and independent practice supports skill acquisition.

Differentiation includes adjusting content, process, product, and environment based on student readiness, interests, and learning profile.

Self-monitoring and self-regulation strategies (e.g., checklists, goal setting) promote independence.

Classroom management strategies include clear expectations, routines, positive reinforcement, and active supervision.

Assistive technology (AT) and instructional accommodations (e.g., extended time, preferential seating, breaks) support access to the curriculum.

Co-teaching models (e.g., station teaching, parallel teaching, team teaching) facilitate inclusive instruction.

Reinforcement (positive/negative) increases behavior; punishment decreases behavior; extinction involves withholding reinforcement.

Functional hypotheses link behavior to consequences: attention (social), escape/avoidance, access to tangibles/activities, or automatic/sensory reinforcement.

Behavior intervention plans (BIPs) should be based on FBA, include replacement behaviors, and specify antecedent modifications, teaching strategies, and consequence strategies.

Crisis prevention and de-escalation techniques include environmental adjustments, calm communication, and offering choices; restraint/seclusion are last resort and require safety protocols.

Token economies and contingency contracts provide structured reinforcement systems.

Self-management strategies (self-monitoring, self-evaluation, self-reinforcement) build self-regulation.

Data collection (frequency, duration, latency, interval recording) monitors intervention effectiveness and guides adjustments.

Culturally responsive behavior management considers cultural norms and avoids disproportionate disciplinary actions.

CASEL framework identifies five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

SEL instruction should be integrated into daily routines and academic content, not standalone lessons only.

Trauma-informed SEL practices include safety, trustworthiness, peer support, collaboration, empowerment, and cultural humility.

Social skills training (SST) uses modeling, role-play, feedback, and generalization strategies.

Emotional regulation strategies include identifying emotions, cognitive reappraisal, mindfulness, and coping skills.

Positive relationships with adults and peers are protective factors; restorative practices build community and repair harm.

Developmental considerations: SEL should be adapted to age and developmental level (e.g., play-based for young children, discussion-based for adolescents).

Family and community engagement enhances SEL outcomes; cultural values shape social-emotional expression.

IEP team members include parents, general and special education teachers, related service providers, and the student when appropriate.

Effective communication strategies include active listening, paraphrasing, clarifying questions, and avoiding jargon.

Collaboration models include co-teaching, consultation, and multidisciplinary teaming.

Conflict resolution and consensus-building techniques (e.g., interest-based negotiation) support IEP meetings.

Cultural competence in collaboration involves understanding family values, communication styles, and decision-making processes.

Written communication (e.g., progress reports, emails) should be clear, objective, and respectful; avoid deficit-based language.

Interagency collaboration (e.g., mental health, juvenile justice, child welfare) supports wraparound services.

Transition planning requires collaboration with students, families, and outside agencies to prepare for postsecondary life.

IDEA procedural safeguards include prior written notice, parental consent, access to records, and due process hearings.

Disciplinary removals: a student with a disability can be removed for up to 10 school days without services; beyond that, services must continue and MDR required.

Restraint and seclusion policies vary by state; ethical use requires trained staff, documentation, and debriefing.

Confidentiality (FERPA) protects education records; HIPAA applies to health information; share only on need-to-know basis.

Ethical standards (e.g., CEC Code of Ethics) emphasize dignity, integrity, and advocacy for students.

Avoid dual relationships and conflicts of interest; maintain professional boundaries.

Report suspected child abuse/neglect as mandated by state law.

Stay current with evidence-based practices and engage in ongoing professional development.