Pub Date : 2024-09-18DOI: 10.1177/10742956241276003
Molly E. Milam, Kimberly Kode Sutton
Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In this article, we describe the use of visual activity schedules that can be integrated into existing classroom management practices to reduce disruptive behaviors during transitions.
{"title":"Using Visual Activity Schedules to Improve Transitioning for Students With Emotional and Behavioral Disorders","authors":"Molly E. Milam, Kimberly Kode Sutton","doi":"10.1177/10742956241276003","DOIUrl":"https://doi.org/10.1177/10742956241276003","url":null,"abstract":"Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In this article, we describe the use of visual activity schedules that can be integrated into existing classroom management practices to reduce disruptive behaviors during transitions.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"23 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-18DOI: 10.1177/10742956241268254
Dana E. Page, Timothy J. Landrum
Research suggests that a cycle of misbehavior can escalate quickly from corrections over minor rule infractions to threats of serious disciplinary consequences. There is also evidence that Black youth may be especially at risk for these escalations due to subtle or implicit racial bias, or cultural mismatches that may lead teachers to believe that minor rule violations, especially those that require subjective judgments, convey willful defiance or disrespect. In this article, we provide a brief overview of data confirming that Black students experience disproportionate disciplinary outcomes, explore the idea that one contributor to disproportionality may be cultural disconnects between adults and the student population, and consider the idea that many punitive disciplinary actions evolve from relatively minor classroom conflict, disruption, or rule violations. We argue that fairly simple, low-intensity antecedent strategies that show promise in defusing problems rather than exacerbating them may offer mitigation against disproportionate disciplinary outcomes.
{"title":"De-Escalation With Low-Intensity Antecedent Strategies: Implications for Disproportionate Disciplinary Outcomes","authors":"Dana E. Page, Timothy J. Landrum","doi":"10.1177/10742956241268254","DOIUrl":"https://doi.org/10.1177/10742956241268254","url":null,"abstract":"Research suggests that a cycle of misbehavior can escalate quickly from corrections over minor rule infractions to threats of serious disciplinary consequences. There is also evidence that Black youth may be especially at risk for these escalations due to subtle or implicit racial bias, or cultural mismatches that may lead teachers to believe that minor rule violations, especially those that require subjective judgments, convey willful defiance or disrespect. In this article, we provide a brief overview of data confirming that Black students experience disproportionate disciplinary outcomes, explore the idea that one contributor to disproportionality may be cultural disconnects between adults and the student population, and consider the idea that many punitive disciplinary actions evolve from relatively minor classroom conflict, disruption, or rule violations. We argue that fairly simple, low-intensity antecedent strategies that show promise in defusing problems rather than exacerbating them may offer mitigation against disproportionate disciplinary outcomes.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"6 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/10742956241263487
Ashley Shaw, Robin Parks Ennis
Fractions are an imperative skill for students to master to achieve success in future mathematics concepts and classes. Yet many students, especially those experiencing math difficulties and/or characteristics of emotional and behavioral disorders, continue to exit elementary school without a concrete foundation of fractions skills required to successfully transition into higher level math courses. In this article, we present an overview of SRSD Fractions, a strategy instructional framework to teach adding and subtracting fractions with unlike denominators. We highlight the benefits of using the framework to promote student engagement and skill mastery and identify free-access resources for educators to successfully implement the math intervention in their own classrooms.
{"title":"There’s a Thin Line Between Numerators and Denominators: Addressing Academic and Behavioral Needs of Students With EBD Using SRSD Fractions","authors":"Ashley Shaw, Robin Parks Ennis","doi":"10.1177/10742956241263487","DOIUrl":"https://doi.org/10.1177/10742956241263487","url":null,"abstract":"Fractions are an imperative skill for students to master to achieve success in future mathematics concepts and classes. Yet many students, especially those experiencing math difficulties and/or characteristics of emotional and behavioral disorders, continue to exit elementary school without a concrete foundation of fractions skills required to successfully transition into higher level math courses. In this article, we present an overview of SRSD Fractions, a strategy instructional framework to teach adding and subtracting fractions with unlike denominators. We highlight the benefits of using the framework to promote student engagement and skill mastery and identify free-access resources for educators to successfully implement the math intervention in their own classrooms.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"49 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/10742956231225460
Debra McKeown, Michael R. Williams
Preservice teacher candidates acquire and develop numerous competencies in their teaching programs, including how to teach writing. Effective writing instruction is critical across all ages and content areas, especially when working with students with and at risk of emotional and behavioral disorders, making it an important aspect of teacher preparation. This article outlines what preservice teachers should know about writing instruction at the conclusion of their program, including resources and ideas for advocating for professional development.
{"title":"Essentials of Writing Pedagogy for Preservice Teachers With Considerations for Those Teaching Students With Emotional and Behavioral Disorders","authors":"Debra McKeown, Michael R. Williams","doi":"10.1177/10742956231225460","DOIUrl":"https://doi.org/10.1177/10742956231225460","url":null,"abstract":"Preservice teacher candidates acquire and develop numerous competencies in their teaching programs, including how to teach writing. Effective writing instruction is critical across all ages and content areas, especially when working with students with and at risk of emotional and behavioral disorders, making it an important aspect of teacher preparation. This article outlines what preservice teachers should know about writing instruction at the conclusion of their program, including resources and ideas for advocating for professional development.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"51 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/10742956241227164
Guofeng Shen, Tracy Gershwin
Functional communication training (FCT) is an evidence-based practice that can be applied across multiple populations of students. Despite extensive research support for FCT, its use can be impractical or ineffective if utilized with students who are from culturally, linguistically, and economically diverse backgrounds. That is because cultural implications are not considered through all intervention stages. In this article, we present culturally responsive strategies across each FCT step with the intent to improve the implementation of FCT in schools and behavior of students with disabilities who can benefit from this intervention.
{"title":"Always Consider Culture: Incorporating Cultural Responsiveness into Functional Communication Training","authors":"Guofeng Shen, Tracy Gershwin","doi":"10.1177/10742956241227164","DOIUrl":"https://doi.org/10.1177/10742956241227164","url":null,"abstract":"Functional communication training (FCT) is an evidence-based practice that can be applied across multiple populations of students. Despite extensive research support for FCT, its use can be impractical or ineffective if utilized with students who are from culturally, linguistically, and economically diverse backgrounds. That is because cultural implications are not considered through all intervention stages. In this article, we present culturally responsive strategies across each FCT step with the intent to improve the implementation of FCT in schools and behavior of students with disabilities who can benefit from this intervention.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"299 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/10742956231218165
Sara Sanders, Aundrea McFall, Kristine Jolivette
Sometimes, despite the most perfectly delivered writing lesson implemented with fidelity, students with emotional and behavioral disorders (EBD) do not make the progress expected by teachers or themselves. In these instances, teachers may individualize and differentiate for students with EBD not making adequate progress by purposefully intensifying elements of the writing instruction and supports provided to students. This article describes and explains how to intensify writing instruction to meet student needs.
{"title":"It Didn’t Work as I Expected: Intensifying Writing Instruction to Meet the Needs of Students With Emotional and Behavioral Disorders","authors":"Sara Sanders, Aundrea McFall, Kristine Jolivette","doi":"10.1177/10742956231218165","DOIUrl":"https://doi.org/10.1177/10742956231218165","url":null,"abstract":"Sometimes, despite the most perfectly delivered writing lesson implemented with fidelity, students with emotional and behavioral disorders (EBD) do not make the progress expected by teachers or themselves. In these instances, teachers may individualize and differentiate for students with EBD not making adequate progress by purposefully intensifying elements of the writing instruction and supports provided to students. This article describes and explains how to intensify writing instruction to meet student needs.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":" 43","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139143218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/10742956231219947
Kristine Jolivette, Sara Sanders, E. Michael, Aimee J. Hackney
New science demonstrates how students with and at risk for emotional and behavioral disorders experience trauma at higher rates than their peers. When providing writing instruction to these students, it is imperative that the approaches used be viewed through a trauma-informed lens. This article describes steps teachers can take to view writing prompts and their administration of such prompts through a trauma-informed lens.
{"title":"This Prompt or That Prompt: Applying a Trauma-Informed Lens to Writing Instruction for Students With and at Risk for EBD","authors":"Kristine Jolivette, Sara Sanders, E. Michael, Aimee J. Hackney","doi":"10.1177/10742956231219947","DOIUrl":"https://doi.org/10.1177/10742956231219947","url":null,"abstract":"New science demonstrates how students with and at risk for emotional and behavioral disorders experience trauma at higher rates than their peers. When providing writing instruction to these students, it is imperative that the approaches used be viewed through a trauma-informed lens. This article describes steps teachers can take to view writing prompts and their administration of such prompts through a trauma-informed lens.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":" 10","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139142866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/10742956231217719
Marissa J. Filderman, Christy R. Austin
Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their student’s unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on writing skills. We describe a feasible system for continuous progress monitoring. We also address setting and monitoring goals for students with and at risk for EBD.
{"title":"I Wrote Well Today: Practical Progress-Monitoring Approaches for Teachers of Students With Emotional and Behavioral Disorders","authors":"Marissa J. Filderman, Christy R. Austin","doi":"10.1177/10742956231217719","DOIUrl":"https://doi.org/10.1177/10742956231217719","url":null,"abstract":"Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their student’s unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on writing skills. We describe a feasible system for continuous progress monitoring. We also address setting and monitoring goals for students with and at risk for EBD.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"5 15","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1177/10742956231217674
Allyson Pitzel
Students with emotional and behavioral disorders (EBD) often struggle to apply self-determination skills. Teaching self-determination skills within the context of writing allows students to amplify their voice and communicate with others. This article describes how writing instruction and lessons on self-determination skills may be combined to improve the trajectory of students with EBD using the self-regulated strategy development (SRSD) instructional approach. Special considerations for implementing SRSD with self-determination for students in restrictive education settings are discussed.
{"title":"Speaking Up: Infusing Self-Determination Within Writing Instruction to Amplify the Voice of Students With EBD","authors":"Allyson Pitzel","doi":"10.1177/10742956231217674","DOIUrl":"https://doi.org/10.1177/10742956231217674","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) often struggle to apply self-determination skills. Teaching self-determination skills within the context of writing allows students to amplify their voice and communicate with others. This article describes how writing instruction and lessons on self-determination skills may be combined to improve the trajectory of students with EBD using the self-regulated strategy development (SRSD) instructional approach. Special considerations for implementing SRSD with self-determination for students in restrictive education settings are discussed.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"16 4","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1177/10742956231201358
Xin Xu, Sandra Sears, Brandi Simonsen
Paying attention during academic instruction plays a significant role in learning. Students with off-task behaviors are less likely to obtain desired learning outcomes. Technology-based self-monitoring is one of the strategies designed to address this issue. This article introduces technology-based self-monitoring (TBSM) for elementary educators of students with and without emotional and behavioral disorders. Specifically, we describe the development of self-monitoring technologies, present suggestions for designing effective TBSM interventions, and describe I-Connect as an example to illustrate how TBSM interventions work.
{"title":"Using Technology-Based Self-Monitoring to Promote On-Task Behavior","authors":"Xin Xu, Sandra Sears, Brandi Simonsen","doi":"10.1177/10742956231201358","DOIUrl":"https://doi.org/10.1177/10742956231201358","url":null,"abstract":"Paying attention during academic instruction plays a significant role in learning. Students with off-task behaviors are less likely to obtain desired learning outcomes. Technology-based self-monitoring is one of the strategies designed to address this issue. This article introduces technology-based self-monitoring (TBSM) for elementary educators of students with and without emotional and behavioral disorders. Specifically, we describe the development of self-monitoring technologies, present suggestions for designing effective TBSM interventions, and describe I-Connect as an example to illustrate how TBSM interventions work.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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