Pub Date : 2023-10-14DOI: 10.1177/10742956231200899
Holly M. Menzies, Ya-Chih Chang, Lucia Smith-Menzies
This article discusses the use of behavior-specific praise (BSP), an effective technique for promoting prosocial behavior and managing classrooms. It addresses the criticism that BSP may reduce students’ intrinsic motivation and offers directions on how to use BSP to provide students, especially those with challenging behaviors, with useful feedback that encourages them to engage productively in school activities.
{"title":"Using Behavior-Specific Praise to Support Intrinsic Motivation","authors":"Holly M. Menzies, Ya-Chih Chang, Lucia Smith-Menzies","doi":"10.1177/10742956231200899","DOIUrl":"https://doi.org/10.1177/10742956231200899","url":null,"abstract":"This article discusses the use of behavior-specific praise (BSP), an effective technique for promoting prosocial behavior and managing classrooms. It addresses the criticism that BSP may reduce students’ intrinsic motivation and offers directions on how to use BSP to provide students, especially those with challenging behaviors, with useful feedback that encourages them to engage productively in school activities.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803851","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 : 2023-10-14DOI: 10.1177/10742956231202042
Allie M. Cramer, Marissa J. Filderman
Students with emotional and behavioral disorders (EBD) can exhibit severely challenging behaviors that lead to events of crisis in an inclusive classroom. This article provides practitioners with an overview of the cycle of dysregulation experienced by some students with EBD. The article includes descriptions of stages in the dysregulation cycle, observable behaviors of students “in” the various stages, and step-by-step directions for teachers and other education professionals aiming to guide students successfully through each cycle stage and prevent further crisis.
{"title":"Navigating the Cycle of Dysregulation in the Inclusive Setting: A Guide to Prevent and Resolve Student Crisis Events","authors":"Allie M. Cramer, Marissa J. Filderman","doi":"10.1177/10742956231202042","DOIUrl":"https://doi.org/10.1177/10742956231202042","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) can exhibit severely challenging behaviors that lead to events of crisis in an inclusive classroom. This article provides practitioners with an overview of the cycle of dysregulation experienced by some students with EBD. The article includes descriptions of stages in the dysregulation cycle, observable behaviors of students “in” the various stages, and step-by-step directions for teachers and other education professionals aiming to guide students successfully through each cycle stage and prevent further crisis.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135804314","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 : 2023-10-11DOI: 10.1177/10742956231201530
Paul Mooney, Joseph B. Ryan
{"title":"Informing Trauma-Informed Care in Schools and Other Useful Practices for Students With Emotional and Behavioral Disorders","authors":"Paul Mooney, Joseph B. Ryan","doi":"10.1177/10742956231201530","DOIUrl":"https://doi.org/10.1177/10742956231201530","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210639","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 : 2023-10-11DOI: 10.1177/10742956231201658
Christina M. Gushanas, S. D. Smith
Most students with emotional and behavioral disorders (EBD) have challenging classroom behaviors and poor postschool outcomes. Self-determination promotes positive classroom behavior and successful postschool outcomes. By incorporating choice-making, an element of self-determination, teachers across grade levels can address behavioral issues and promote positive postschool outcomes for students with EBD. This article provides guidance on how to incorporate choice-making for students with EBD.
{"title":"Incorporating Choice-Making to Improve Challenging and Academic Behaviors for Students With Emotional and Behavioral Disorders","authors":"Christina M. Gushanas, S. D. Smith","doi":"10.1177/10742956231201658","DOIUrl":"https://doi.org/10.1177/10742956231201658","url":null,"abstract":"Most students with emotional and behavioral disorders (EBD) have challenging classroom behaviors and poor postschool outcomes. Self-determination promotes positive classroom behavior and successful postschool outcomes. By incorporating choice-making, an element of self-determination, teachers across grade levels can address behavioral issues and promote positive postschool outcomes for students with EBD. This article provides guidance on how to incorporate choice-making for students with EBD.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211841","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 : 2023-10-10DOI: 10.1177/10742956231201351
Leah Riggs, Timothy Landrum
Overwhelming events such as neglect, abuse, and violence impact students in a number of ways. Typically, students who have experienced trauma demonstrate significant deficits in skills that promote emotional and behavioral regulation. When these deficits are displayed in the classroom, learning can be significantly disrupted for the survivor and also for his or her peers. Research shows that using evidence-based practices (EBPs) for managing challenging classroom behavior is the most efficient approach to improving outcomes for students. Positive behavioral interventions and supports (PBIS) is a well-researched, multi-tiered framework for behavioral support that has been used in many districts throughout the United States for over 30 years. Many EBPs for classroom behavior management fit well within the framework of PBIS, allowing educators to systematically implement the strategies and use the data they collect for decision-making. This article outlines specific EBPs that fit within the PBIS multi-tiered model and highlights how these examples of sound classroom and behavior management are a cornerstone of a trauma-informed classroom.
{"title":"Trauma-Informed PBIS: How Educators Can Combine Evidence-Based Practices for Behavior Management With Trauma-Informed Care","authors":"Leah Riggs, Timothy Landrum","doi":"10.1177/10742956231201351","DOIUrl":"https://doi.org/10.1177/10742956231201351","url":null,"abstract":"Overwhelming events such as neglect, abuse, and violence impact students in a number of ways. Typically, students who have experienced trauma demonstrate significant deficits in skills that promote emotional and behavioral regulation. When these deficits are displayed in the classroom, learning can be significantly disrupted for the survivor and also for his or her peers. Research shows that using evidence-based practices (EBPs) for managing challenging classroom behavior is the most efficient approach to improving outcomes for students. Positive behavioral interventions and supports (PBIS) is a well-researched, multi-tiered framework for behavioral support that has been used in many districts throughout the United States for over 30 years. Many EBPs for classroom behavior management fit well within the framework of PBIS, allowing educators to systematically implement the strategies and use the data they collect for decision-making. This article outlines specific EBPs that fit within the PBIS multi-tiered model and highlights how these examples of sound classroom and behavior management are a cornerstone of a trauma-informed classroom.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358381","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 : 2023-10-10DOI: 10.1177/10742956231200894
Kevin D. Bland, Tracy Gershwin
According to research, as many as 68% of students have experienced at least some form of trauma (Cavanaugh, 2016). Yet, most educators report feeling inadequate about understanding trauma-informed practice, including understanding how trauma can impact student behavior in the classroom. This article provides a primer about trauma that can allow educators to unpack the definition, understanding, identification, and impact traumatic experiences can have on students in today’s schools.
{"title":"Understanding Trauma: A Primer for Developing a Trauma-Focused Lens in Schools","authors":"Kevin D. Bland, Tracy Gershwin","doi":"10.1177/10742956231200894","DOIUrl":"https://doi.org/10.1177/10742956231200894","url":null,"abstract":"According to research, as many as 68% of students have experienced at least some form of trauma (Cavanaugh, 2016). Yet, most educators report feeling inadequate about understanding trauma-informed practice, including understanding how trauma can impact student behavior in the classroom. This article provides a primer about trauma that can allow educators to unpack the definition, understanding, identification, and impact traumatic experiences can have on students in today’s schools.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358105","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 : 2023-04-20DOI: 10.1177/10742956231163520
Kinga Balint-Langel, Leonard C. W. Troughton, Ryan Nation, Afzal Qureshi
Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school.
{"title":"Early Bird Gets the Worm: The Use of the Self-Directed IEP at the Middle School Level for Students with EBD","authors":"Kinga Balint-Langel, Leonard C. W. Troughton, Ryan Nation, Afzal Qureshi","doi":"10.1177/10742956231163520","DOIUrl":"https://doi.org/10.1177/10742956231163520","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"103 - 114"},"PeriodicalIF":0.6,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45911521","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 : 2023-04-18DOI: 10.1177/10742956231165316
Joseph B. Ryan, P. Mooney
It is our contention that some teachers frequently pursue new or trendy interventions that they believe will help them easily modify their students’ challenging behaviors and/or academic deficits. Unfortunately, the quest for “magic bullet” solutions often leads to educators readily adopting interventions and materials from less-than-reputable online resources. A recommended alternative is the pursuit of behavioral and/or academic interventions that have research supporting them. For the past 32 years, Beyond Behavior has published articles on researchor evidence-based practices that can help teachers improve the outcomes of students with emotional and behavioral disorders (EBD). Issue 32(2) continues this long and distinguished scholarly pursuit with six exceptional articles. The first article, by Erica McClure and Jonathan Burt, reviews how functional communication training (FCT) can address problem behavior for students with various disabilities. The authors outline the process of developing and implementing FCT plans through an efficient approach that includes essential components and tools to aid application. In the piece, the authors also highlight potential pitfalls for practitioners to avoid. In the second article, Jasmine Justus, Brittany Hott, and Sarah Heininger provide guidance on implementing the strategy of planned ignoring. The authors address questions that may arise during planning and implementation, describe stepby-step procedures for successful implementation, and provide forms and resources to assist with classroom implementation. Davida Rogers, Karan Bundrick, Joe Ryan, and Love Afram review the various types of timeout being used by schools to address inappropriate behavior in children in the third article. In practice, timeout is not a single strategy. Rather, it is a compilation of related practices. Some forms of timeout are research-based practices for modifying student behavior. However, others lack research support and are frequently misused, hindering academic performance and risking harm to children. The authors review the different types of timeout and share best practices to help teachers use timeout successfully. The fourth article, by Kinga Balint-Langel, Leonard Troughton, Ryan Nation, and Afzal Qureshi, discusses effective implementation of a student-directed Individualized Education Program (IEP) meeting. Such self-directed processes involve systematic training that enables students with EBD to lead and manage their own IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice are included. In the fifth article, Jenna Gersib explains how educators can support student behavior change through motivational interviewing. Motivational interviewing is an established, research-based intervention that focuses on building intrinsic motivation to promote healthy changes in a variety of situations, including improving student motivation, attendance, s
{"title":"Countering the Pursuit of “Magic Bullet” Solutions","authors":"Joseph B. Ryan, P. Mooney","doi":"10.1177/10742956231165316","DOIUrl":"https://doi.org/10.1177/10742956231165316","url":null,"abstract":"It is our contention that some teachers frequently pursue new or trendy interventions that they believe will help them easily modify their students’ challenging behaviors and/or academic deficits. Unfortunately, the quest for “magic bullet” solutions often leads to educators readily adopting interventions and materials from less-than-reputable online resources. A recommended alternative is the pursuit of behavioral and/or academic interventions that have research supporting them. For the past 32 years, Beyond Behavior has published articles on researchor evidence-based practices that can help teachers improve the outcomes of students with emotional and behavioral disorders (EBD). Issue 32(2) continues this long and distinguished scholarly pursuit with six exceptional articles. The first article, by Erica McClure and Jonathan Burt, reviews how functional communication training (FCT) can address problem behavior for students with various disabilities. The authors outline the process of developing and implementing FCT plans through an efficient approach that includes essential components and tools to aid application. In the piece, the authors also highlight potential pitfalls for practitioners to avoid. In the second article, Jasmine Justus, Brittany Hott, and Sarah Heininger provide guidance on implementing the strategy of planned ignoring. The authors address questions that may arise during planning and implementation, describe stepby-step procedures for successful implementation, and provide forms and resources to assist with classroom implementation. Davida Rogers, Karan Bundrick, Joe Ryan, and Love Afram review the various types of timeout being used by schools to address inappropriate behavior in children in the third article. In practice, timeout is not a single strategy. Rather, it is a compilation of related practices. Some forms of timeout are research-based practices for modifying student behavior. However, others lack research support and are frequently misused, hindering academic performance and risking harm to children. The authors review the different types of timeout and share best practices to help teachers use timeout successfully. The fourth article, by Kinga Balint-Langel, Leonard Troughton, Ryan Nation, and Afzal Qureshi, discusses effective implementation of a student-directed Individualized Education Program (IEP) meeting. Such self-directed processes involve systematic training that enables students with EBD to lead and manage their own IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice are included. In the fifth article, Jenna Gersib explains how educators can support student behavior change through motivational interviewing. Motivational interviewing is an established, research-based intervention that focuses on building intrinsic motivation to promote healthy changes in a variety of situations, including improving student motivation, attendance, s","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"67 - 67"},"PeriodicalIF":0.6,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49213707","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 : 2023-04-13DOI: 10.1177/10742956231162863
Jasmine Justus, Brittany L. Hott, Sarah N. Heiniger
In this article, we provide guidance about when planned ignoring should be considered, questions that may arise, and step-by-step procedures for implementing. A scenario of a kindergarten student is used to illustrate planned ignoring and possible questions regarding implementation in an educational setting. Forms and resources are provided to assist with classroom implementation.
{"title":"Strategies for Implementing Planned Ignoring in the Elementary Classroom","authors":"Jasmine Justus, Brittany L. Hott, Sarah N. Heiniger","doi":"10.1177/10742956231162863","DOIUrl":"https://doi.org/10.1177/10742956231162863","url":null,"abstract":"In this article, we provide guidance about when planned ignoring should be considered, questions that may arise, and step-by-step procedures for implementing. A scenario of a kindergarten student is used to illustrate planned ignoring and possible questions regarding implementation in an educational setting. Forms and resources are provided to assist with classroom implementation.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"80 - 92"},"PeriodicalIF":0.6,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47072974","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 : 2023-04-09DOI: 10.1177/10742956231161010
R. Marsh, Heather M. Baltodano-Van Ness, S. Mathur
Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.
{"title":"Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders","authors":"R. Marsh, Heather M. Baltodano-Van Ness, S. Mathur","doi":"10.1177/10742956231161010","DOIUrl":"https://doi.org/10.1177/10742956231161010","url":null,"abstract":"Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"128 - 136"},"PeriodicalIF":0.6,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42781878","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：