Pub Date : 2019-09-11DOI: 10.1177/1074295619871039
S. Freeman, Kristen Hayashida, Tanya Paparella, G. Azad, Cyndi D. Flowers, Allease Glamore
Many teachers struggle with implementing self-help eating goals for children with autism spectrum disorder (ASD). No group programs exist to target this important problem. We used findings from applied behavior analysis research and adapted single-subject interventions into a group-based eating program. In describing the program using two vignettes, children in two preschool special education classrooms are introduced to a character called “Esther the Eater” and then taught to expand their eating choices. The program is designed to be routine, fun, and classroom-friendly to help children with ASD try new foods.
{"title":"“You Still Have to Try It!”: Helping Picky Eaters in Classroom Groups","authors":"S. Freeman, Kristen Hayashida, Tanya Paparella, G. Azad, Cyndi D. Flowers, Allease Glamore","doi":"10.1177/1074295619871039","DOIUrl":"https://doi.org/10.1177/1074295619871039","url":null,"abstract":"Many teachers struggle with implementing self-help eating goals for children with autism spectrum disorder (ASD). No group programs exist to target this important problem. We used findings from applied behavior analysis research and adapted single-subject interventions into a group-based eating program. In describing the program using two vignettes, children in two preschool special education classrooms are introduced to a character called “Esther the Eater” and then taught to expand their eating choices. The program is designed to be routine, fun, and classroom-friendly to help children with ASD try new foods.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"142 - 153"},"PeriodicalIF":0.6,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619871039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44466782","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 : 2019-08-23DOI: 10.1177/1074295619870258
J. Maag
Although the good behavior game (GBG) has a long empirical record for effectively decreasing inappropriate student behavior, there are fewer studies that have targeted improving appropriate behavior. This article describes why and how the GBG can be used by teachers across grade levels and situations to increase student appropriate behavior and benefit teachers.
{"title":"Why Is the Good Behavior Game Used for Bad Behavior? Recommendations for Using It for Promoting Good Behavior","authors":"J. Maag","doi":"10.1177/1074295619870258","DOIUrl":"https://doi.org/10.1177/1074295619870258","url":null,"abstract":"Although the good behavior game (GBG) has a long empirical record for effectively decreasing inappropriate student behavior, there are fewer studies that have targeted improving appropriate behavior. This article describes why and how the GBG can be used by teachers across grade levels and situations to increase student appropriate behavior and benefit teachers.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"168 - 176"},"PeriodicalIF":0.6,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619870258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46733906","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 : 2019-08-17DOI: 10.1177/1074295619870473
Jason Robinson, Tracy Gershwin, D. London
This article provides educators with a research-informed process for addressing student problem self-injurious behaviors within inclusive settings. The process involves (a) identifying functions of problem behaviors, (b) implementing function-based interventions that include teaching and reinforcing socially acceptable replacement behaviors, (c) monitoring student progress and fidelity of implementation, and (d) fading interventions to facilitate long-term success. The process is described in practical detail using a case study vignette about a fifth-grade student who engages in self-injurious behaviors.
{"title":"Maintaining Safety and Facilitating Inclusion: Using Applied Behavior Analysis to Address Self-Injurious Behaviors Within General Education Classrooms","authors":"Jason Robinson, Tracy Gershwin, D. London","doi":"10.1177/1074295619870473","DOIUrl":"https://doi.org/10.1177/1074295619870473","url":null,"abstract":"This article provides educators with a research-informed process for addressing student problem self-injurious behaviors within inclusive settings. The process involves (a) identifying functions of problem behaviors, (b) implementing function-based interventions that include teaching and reinforcing socially acceptable replacement behaviors, (c) monitoring student progress and fidelity of implementation, and (d) fading interventions to facilitate long-term success. The process is described in practical detail using a case study vignette about a fifth-grade student who engages in self-injurious behaviors.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"154 - 167"},"PeriodicalIF":0.6,"publicationDate":"2019-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619870473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41400039","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 : 2019-08-11DOI: 10.1177/1074295619864583
Meredith A. Weber, Sara E. House Rich, Gary J. Duhon
Check-in/check-out (CICO) is a well-established Tier 2 intervention to address at-risk student behavior problems. Despite its widespread empirical support and applied use, CICO can be taxing for teachers to implement when there is insufficient time available and teacher self-efficacy in addressing behavior problems is low. Evaluation of CICO is necessary to promote smarter decision making and efficient service delivery for students at risk of developing more severe problem behaviors. The discussion article outlines one method to identify the exact amount of Tier 2 support needed to improve an individual student’s behavior.
{"title":"How to Work Smarter, Not Harder When Implementing Check-In/Check-Out","authors":"Meredith A. Weber, Sara E. House Rich, Gary J. Duhon","doi":"10.1177/1074295619864583","DOIUrl":"https://doi.org/10.1177/1074295619864583","url":null,"abstract":"Check-in/check-out (CICO) is a well-established Tier 2 intervention to address at-risk student behavior problems. Despite its widespread empirical support and applied use, CICO can be taxing for teachers to implement when there is insufficient time available and teacher self-efficacy in addressing behavior problems is low. Evaluation of CICO is necessary to promote smarter decision making and efficient service delivery for students at risk of developing more severe problem behaviors. The discussion article outlines one method to identify the exact amount of Tier 2 support needed to improve an individual student’s behavior.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"134 - 141"},"PeriodicalIF":0.6,"publicationDate":"2019-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619864583","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43617458","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 : 2019-07-03DOI: 10.1177/1074295619852927
Brenda Scheuermann, Madeline Parsons, Karen K. Hayes
The success of positive behavioral interventions and supports (PBIS) in typical schools has led to interest in applying PBIS in alternative settings, including secure care programs for incarcerated juveniles. PBIS holds promise for positively impacting youth behavior in this context. In this discussion article, we describe unique characteristics of secure care and strategies to enhance PBIS implementation and sustainability.
{"title":"Positive Behavioral Interventions and Supports in Secure Care Juvenile Justice Settings: Feasibility and Sustainability","authors":"Brenda Scheuermann, Madeline Parsons, Karen K. Hayes","doi":"10.1177/1074295619852927","DOIUrl":"https://doi.org/10.1177/1074295619852927","url":null,"abstract":"The success of positive behavioral interventions and supports (PBIS) in typical schools has led to interest in applying PBIS in alternative settings, including secure care programs for incarcerated juveniles. PBIS holds promise for positively impacting youth behavior in this context. In this discussion article, we describe unique characteristics of secure care and strategies to enhance PBIS implementation and sustainability.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"69 - 78"},"PeriodicalIF":0.6,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619852927","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45844663","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 : 2019-07-03DOI: 10.1177/1074295619854692
P. Mooney, Joseph B. Ryan
{"title":"The Utility of Discussion Articles to Inform Meaningful Practice in EBD","authors":"P. Mooney, Joseph B. Ryan","doi":"10.1177/1074295619854692","DOIUrl":"https://doi.org/10.1177/1074295619854692","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"67 - 68"},"PeriodicalIF":0.6,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619854692","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41638088","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 : 2019-06-20DOI: 10.1177/1074295619852106
Reem Muharib, R. Pennington
Functional communication training (FCT) involves the reinforcement of an appropriate communicative response as an alternative to challenging behavior. The intervention has been identified as an evidence-based practice across multiple populations. Despite its extensive research support, FCT may be impractical in some educational settings because it often requires educators to reinforce alternative responses at high rates. In this discussion article, we describe three procedures (delay to reinforcement, chained schedules of reinforcement, and multiple schedules of reinforcement) that can be used following FCT in educational settings to teach students who exhibit challenging behaviors to tolerate waiting for a reinforcer.
{"title":"My Student Cannot Wait! Teaching Tolerance Following Functional Communication Training","authors":"Reem Muharib, R. Pennington","doi":"10.1177/1074295619852106","DOIUrl":"https://doi.org/10.1177/1074295619852106","url":null,"abstract":"Functional communication training (FCT) involves the reinforcement of an appropriate communicative response as an alternative to challenging behavior. The intervention has been identified as an evidence-based practice across multiple populations. Despite its extensive research support, FCT may be impractical in some educational settings because it often requires educators to reinforce alternative responses at high rates. In this discussion article, we describe three procedures (delay to reinforcement, chained schedules of reinforcement, and multiple schedules of reinforcement) that can be used following FCT in educational settings to teach students who exhibit challenging behaviors to tolerate waiting for a reinforcer.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"107 - 99"},"PeriodicalIF":0.6,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619852106","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43359940","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 : 2019-06-20DOI: 10.1177/1074295619852086
Renée E. Lastrapes, P. Mooney
Self-monitoring interventions can be effective components in the specially designed instruction programs of students with emotional and behavioral disorders. This article provides a self-monitoring definition, rationale for use, and summary of research supporting use of the empirically supported intervention. It also includes a description of how to plan, implement, and evaluate implementation of a self-monitoring procedure and performance tips for professionals.
{"title":"Noticing and Noting: Teaching Students With EBD to Effectively Self-Monitor","authors":"Renée E. Lastrapes, P. Mooney","doi":"10.1177/1074295619852086","DOIUrl":"https://doi.org/10.1177/1074295619852086","url":null,"abstract":"Self-monitoring interventions can be effective components in the specially designed instruction programs of students with emotional and behavioral disorders. This article provides a self-monitoring definition, rationale for use, and summary of research supporting use of the empirically supported intervention. It also includes a description of how to plan, implement, and evaluate implementation of a self-monitoring procedure and performance tips for professionals.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"108 - 120"},"PeriodicalIF":0.6,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619852086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45604042","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 : 2019-06-19DOI: 10.1177/1074295619852333
Kathleen M. Conley, Susannah Everett, Sarah E. Pinkelman
Progress monitoring is an essential element of effectively implementing individualized behavior support. Behavioral progress monitoring allows student support teams to evaluate both the effectiveness of interventions and the fidelity of plan implementation. The purpose of this discussion article is to provide recommendations and guiding questions for student support teams to build progress monitoring structures and routines across the areas of outcome and fidelity measures, implementation, and decision systems.
{"title":"Strengthening Progress Monitoring Procedures for Individual Student Behavior Support","authors":"Kathleen M. Conley, Susannah Everett, Sarah E. Pinkelman","doi":"10.1177/1074295619852333","DOIUrl":"https://doi.org/10.1177/1074295619852333","url":null,"abstract":"Progress monitoring is an essential element of effectively implementing individualized behavior support. Behavioral progress monitoring allows student support teams to evaluate both the effectiveness of interventions and the fidelity of plan implementation. The purpose of this discussion article is to provide recommendations and guiding questions for student support teams to build progress monitoring structures and routines across the areas of outcome and fidelity measures, implementation, and decision systems.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"124 - 133"},"PeriodicalIF":0.6,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619852333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41846657","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 : 2019-06-05DOI: 10.1177/1074295619850569
Mariya T. Davis, Ingrid K. Cumming
Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.
{"title":"Planning and Implementing Student-Led IEPs for Students With EBD","authors":"Mariya T. Davis, Ingrid K. Cumming","doi":"10.1177/1074295619850569","DOIUrl":"https://doi.org/10.1177/1074295619850569","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"90 - 98"},"PeriodicalIF":0.6,"publicationDate":"2019-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619850569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46951258","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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