Pub Date : 2023-04-04DOI: 10.1177/10742956231161838
Erica B. McClure, Jonathan L. Burt
Functional communication training (FCT) is a strategy to address problem behavior for students with various disabilities that is supported by a broad evidence base. Despite this support, multiple factors continue to dissuade educators from utilizing FCT in their classrooms. This article outlines the process of developing and implementing FCT plans through an efficient approach that includes essential components and tools to aid application while also highlighting potential pitfalls for practitioners to avoid.
{"title":"Functional Communication Training: A Comprehensive Approach to Success for Educators","authors":"Erica B. McClure, Jonathan L. Burt","doi":"10.1177/10742956231161838","DOIUrl":"https://doi.org/10.1177/10742956231161838","url":null,"abstract":"Functional communication training (FCT) is a strategy to address problem behavior for students with various disabilities that is supported by a broad evidence base. Despite this support, multiple factors continue to dissuade educators from utilizing FCT in their classrooms. This article outlines the process of developing and implementing FCT plans through an efficient approach that includes essential components and tools to aid application while also highlighting potential pitfalls for practitioners to avoid.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"68 - 79"},"PeriodicalIF":0.6,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44843108","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 : 2023-04-04DOI: 10.1177/10742956231162862
David J. Rogers, Karan S. Bundrick, Joseph B. Ryan, Love Afram
Timeout has been used extensively within schools to address inappropriate behavior in children. 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 frequently are misused, hindering academic performance and risking harm to children. This article reviews the different types of timeout and shares best practices to help teachers use timeout successfully.
{"title":"There’s a Time and Place for Timeout","authors":"David J. Rogers, Karan S. Bundrick, Joseph B. Ryan, Love Afram","doi":"10.1177/10742956231162862","DOIUrl":"https://doi.org/10.1177/10742956231162862","url":null,"abstract":"Timeout has been used extensively within schools to address inappropriate behavior in children. 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 frequently are misused, hindering academic performance and risking harm to children. This article reviews the different types of timeout and shares best practices to help teachers use timeout successfully.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"13 10","pages":"93 - 102"},"PeriodicalIF":0.6,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41265570","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 : 2023-01-20DOI: 10.1177/10742956221147882
P. Mooney, Joseph B. Ryan
{"title":"Developing Social and Emotional Learning Skills for Elementary School Students and Teachers of Students With Emotional and Behavioral Disorders","authors":"P. Mooney, Joseph B. Ryan","doi":"10.1177/10742956221147882","DOIUrl":"https://doi.org/10.1177/10742956221147882","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"3 - 3"},"PeriodicalIF":0.6,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45206783","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 : 2023-01-19DOI: 10.1177/10742956221145951
E. Michael, Pamela Bailey, Greg Benner, Sara Sanders
In this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the social and emotional learning curriculum and interventions delivered. Specifically, the warm welcomes, transitions, emotion checks, two by 10, and optimistic closures strategies are described.
{"title":"Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills","authors":"E. Michael, Pamela Bailey, Greg Benner, Sara Sanders","doi":"10.1177/10742956221145951","DOIUrl":"https://doi.org/10.1177/10742956221145951","url":null,"abstract":"In this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the social and emotional learning curriculum and interventions delivered. Specifically, the warm welcomes, transitions, emotion checks, two by 10, and optimistic closures strategies are described.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"36 - 44"},"PeriodicalIF":0.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43907286","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 : 2023-01-12DOI: 10.1177/10742956221145942
Erica O. Lee, Heather M. Lacey, Sarah Van Valkenburg, Ellen Mcginnis, Brenda J. Huber, Greg Benner, L. Strycker
Today’s teachers experience high levels of stress and fatigue that can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being.
{"title":"What About Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom","authors":"Erica O. Lee, Heather M. Lacey, Sarah Van Valkenburg, Ellen Mcginnis, Brenda J. Huber, Greg Benner, L. Strycker","doi":"10.1177/10742956221145942","DOIUrl":"https://doi.org/10.1177/10742956221145942","url":null,"abstract":"Today’s teachers experience high levels of stress and fatigue that can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"53 - 62"},"PeriodicalIF":0.6,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45252433","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 : 2023-01-02DOI: 10.1177/10742956221145692
Sara Sanders, L. Rollins, Aundrea McFall
Goal setting is used to track progress on academic and behavioral outcomes. It can also be extremely effective in monitoring progress toward social and emotional learning (SEL) goals. In this article, we provide an overview of effective goal setting in the classroom to support SEL skill acquisition and development, and practical examples of how to implement goal setting with elementary students with and at risk of emotional and behavioral disorders. Examples of progress monitoring and ideas for how to intensify goal supports are described.
{"title":"Aiming High: Applying Goal Setting to Social and Emotional Learning Skills in the Elementary Classroom","authors":"Sara Sanders, L. Rollins, Aundrea McFall","doi":"10.1177/10742956221145692","DOIUrl":"https://doi.org/10.1177/10742956221145692","url":null,"abstract":"Goal setting is used to track progress on academic and behavioral outcomes. It can also be extremely effective in monitoring progress toward social and emotional learning (SEL) goals. In this article, we provide an overview of effective goal setting in the classroom to support SEL skill acquisition and development, and practical examples of how to implement goal setting with elementary students with and at risk of emotional and behavioral disorders. Examples of progress monitoring and ideas for how to intensify goal supports are described.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"4 - 14"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41485448","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 : 2022-12-27DOI: 10.1177/10742956221143497
Greg Benner, Marcia L. Rock, L. Strycker, Erica O. Lee, Pamela Bailey, Ashley S. Virgin
Teachers of students with or at risk for emotional and behavioral disorders (EBD) may face obstacles and feel isolated when implementing social and emotional learning (SEL) programming with students. The teacher study group (TSG) offers an effective way to overcome barriers and improve SEL. These groups provide a gathering space for teachers to investigate problems of practice, celebrate points of pride, and strengthen professional learning in a focused area. In this article, we summarize existing research on SEL and TSGs and describe available SEL programs that incorporate TSGs. We provide an example of SEL-focused TSGs in practice, offering guidance and tips for early elementary school teachers—and the administrators who support them—who work with students with or at risk for EBD.
{"title":"Working Together: Leveraging Teacher Study Groups to Improve Social and Emotional Learning in the Classroom","authors":"Greg Benner, Marcia L. Rock, L. Strycker, Erica O. Lee, Pamela Bailey, Ashley S. Virgin","doi":"10.1177/10742956221143497","DOIUrl":"https://doi.org/10.1177/10742956221143497","url":null,"abstract":"Teachers of students with or at risk for emotional and behavioral disorders (EBD) may face obstacles and feel isolated when implementing social and emotional learning (SEL) programming with students. The teacher study group (TSG) offers an effective way to overcome barriers and improve SEL. These groups provide a gathering space for teachers to investigate problems of practice, celebrate points of pride, and strengthen professional learning in a focused area. In this article, we summarize existing research on SEL and TSGs and describe available SEL programs that incorporate TSGs. We provide an example of SEL-focused TSGs in practice, offering guidance and tips for early elementary school teachers—and the administrators who support them—who work with students with or at risk for EBD.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"24 - 35"},"PeriodicalIF":0.6,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41616792","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 : 2022-12-27DOI: 10.1177/10742956221145198
Erica O. Lee, Lauren E. Anson, Katie V. Tindol, Vincent Chirimwami
The best social and emotional learning (SEL) curriculum can be difficult to implement when students with or at risk for emotional and behavioral disorders (EBD) are unregulated and unprepared to engage in instruction. Daily mindfulness practices can help students with and at risk for EBD regulate their emotions and behaviors and be prepared for instruction. In this article, we provide examples and models of how informal mindfulness strategies can be incorporated into the elementary classroom to support student SEL growth. We also address how SEL instruction can be intensified using explicit mindfulness intervention programs to help meet the needs of students with EBD.
{"title":"How Mindfulness Strategies Can Support Social and Emotional Learning Skill Development for Elementary Grade Students With Emotional and Behavioral Disorders","authors":"Erica O. Lee, Lauren E. Anson, Katie V. Tindol, Vincent Chirimwami","doi":"10.1177/10742956221145198","DOIUrl":"https://doi.org/10.1177/10742956221145198","url":null,"abstract":"The best social and emotional learning (SEL) curriculum can be difficult to implement when students with or at risk for emotional and behavioral disorders (EBD) are unregulated and unprepared to engage in instruction. Daily mindfulness practices can help students with and at risk for EBD regulate their emotions and behaviors and be prepared for instruction. In this article, we provide examples and models of how informal mindfulness strategies can be incorporated into the elementary classroom to support student SEL growth. We also address how SEL instruction can be intensified using explicit mindfulness intervention programs to help meet the needs of students with EBD.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"45 - 52"},"PeriodicalIF":0.6,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42046180","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 : 2022-12-21DOI: 10.1177/10742956221143112
Marissa J. Filderman, C. McKown, Pamela Bailey, Greg Benner, K. Smolkowski
The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify effective practices, provide intervention, and intensify support for students who need it. In this article, we provide a practical demonstration of how to make instructional decisions based on screening and progress monitoring of student SEL skill acquisition.
{"title":"Assessment for Effective Screening and Progress Monitoring of Social and Emotional Learning Skills","authors":"Marissa J. Filderman, C. McKown, Pamela Bailey, Greg Benner, K. Smolkowski","doi":"10.1177/10742956221143112","DOIUrl":"https://doi.org/10.1177/10742956221143112","url":null,"abstract":"The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify effective practices, provide intervention, and intensify support for students who need it. In this article, we provide a practical demonstration of how to make instructional decisions based on screening and progress monitoring of student SEL skill acquisition.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"15 - 23"},"PeriodicalIF":0.6,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45783420","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 : 2022-11-07DOI: 10.1177/10742956221128506
P. Mooney, Joseph B. Ryan
{"title":"Working to Develop Language Skills in Students With Emotional and Behavioral Disorders","authors":"P. Mooney, Joseph B. Ryan","doi":"10.1177/10742956221128506","DOIUrl":"https://doi.org/10.1177/10742956221128506","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"139 - 139"},"PeriodicalIF":0.6,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42328815","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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