Pub Date : 2022-09-24DOI: 10.1177/10742956221122723
Jenna A. Gersib
Motivational interviewing (MI) is an established, research-based intervention that focuses on building intrinsic motivation to promote lasting, healthy changes in a variety of situations. In school settings, MI has been used to improve student motivation, attendance, punctuality, confidence in schoolwork, and self-determination as well as increase student academic grades. Students who exhibit challenging behaviors in schools often feel ambivalent toward change, and teachers often have a difficult time motivating them toward positive and prosocial behaviors and actions. This article describes the framework of MI and gives specific descriptions of how middle school teachers and other school personnel can use MI to help their students who are experiencing challenging behaviors due to lack of motivation increase their likelihood of school success.
{"title":"Supporting Middle School Student Behavior Change Through Motivational Interviewing","authors":"Jenna A. Gersib","doi":"10.1177/10742956221122723","DOIUrl":"https://doi.org/10.1177/10742956221122723","url":null,"abstract":"Motivational interviewing (MI) is an established, research-based intervention that focuses on building intrinsic motivation to promote lasting, healthy changes in a variety of situations. In school settings, MI has been used to improve student motivation, attendance, punctuality, confidence in schoolwork, and self-determination as well as increase student academic grades. Students who exhibit challenging behaviors in schools often feel ambivalent toward change, and teachers often have a difficult time motivating them toward positive and prosocial behaviors and actions. This article describes the framework of MI and gives specific descriptions of how middle school teachers and other school personnel can use MI to help their students who are experiencing challenging behaviors due to lack of motivation increase their likelihood of school success.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"32 1","pages":"115 - 127"},"PeriodicalIF":0.6,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44870170","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 : 2022-07-27DOI: 10.1177/10742956221110907
Jason Robinson, Kristin Duncan, D. London, Tracy Gershwin, Laura Trapp, Guofeng Shen
Strategies for preventing the escalation of problematic student behavior in inclusive school settings are detailed. These strategies include utilizing proactive behavioral interventions, implementing function-based behavioral interventions that address root causes of escalated student behaviors, and teaching and reinforcing socially acceptable alternatives to escalated student behaviors. Each strategy is described in practical detail using case study vignettes about students who engage in escalated behaviors within inclusive school settings.
{"title":"Prevention Is the Best Intervention: Proactive Strategies for Supporting Students Who Engage in Escalated Behaviors","authors":"Jason Robinson, Kristin Duncan, D. London, Tracy Gershwin, Laura Trapp, Guofeng Shen","doi":"10.1177/10742956221110907","DOIUrl":"https://doi.org/10.1177/10742956221110907","url":null,"abstract":"Strategies for preventing the escalation of problematic student behavior in inclusive school settings are detailed. These strategies include utilizing proactive behavioral interventions, implementing function-based behavioral interventions that address root causes of escalated student behaviors, and teaching and reinforcing socially acceptable alternatives to escalated student behaviors. Each strategy is described in practical detail using case study vignettes about students who engage in escalated behaviors within inclusive school settings.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"163 - 174"},"PeriodicalIF":0.6,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132085","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 : 2022-07-22DOI: 10.1177/10742956221108352
S. Heinz, Natalie R. Andzik
There is a growing concern among teachers and parents regarding how best to teach children with emotional and behavioral disorders (EBD) in a remote learning format. Students with EBD may have specific needs that present as unique and challenging for teachers to address and when engaging in remote learning. We will discuss research-informed, adapted virtual methods, including strategies to make students feel comfortable socially and academically.
{"title":"Remote Learning Strategies for Students With Emotional and Behavioral Disorders","authors":"S. Heinz, Natalie R. Andzik","doi":"10.1177/10742956221108352","DOIUrl":"https://doi.org/10.1177/10742956221108352","url":null,"abstract":"There is a growing concern among teachers and parents regarding how best to teach children with emotional and behavioral disorders (EBD) in a remote learning format. Students with EBD may have specific needs that present as unique and challenging for teachers to address and when engaging in remote learning. We will discuss research-informed, adapted virtual methods, including strategies to make students feel comfortable socially and academically.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"185 - 193"},"PeriodicalIF":0.6,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42411777","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 : 2022-07-21DOI: 10.1177/10742956221108350
Jason C. Chow, Ashley Morse, Reed Senter
This article argues for intentional collaboration between teachers of students with emotional and behavioral disorders and speech-language pathologists. After providing a rationale, we detail how special education teachers can leverage the expertise of speech-language pathologists during the Individualized Education Program process. We provide actionable steps that special education teachers and speech-language pathologists can take together to improve the identification, assessment, and subsequent support of language difficulty in students with emotional and behavioral disorders.
{"title":"Intentional Collaboration With Speech-Language Pathologists to Support Language Outcomes of Students With Emotional and Behavioral Disorders","authors":"Jason C. Chow, Ashley Morse, Reed Senter","doi":"10.1177/10742956221108350","DOIUrl":"https://doi.org/10.1177/10742956221108350","url":null,"abstract":"This article argues for intentional collaboration between teachers of students with emotional and behavioral disorders and speech-language pathologists. After providing a rationale, we detail how special education teachers can leverage the expertise of speech-language pathologists during the Individualized Education Program process. We provide actionable steps that special education teachers and speech-language pathologists can take together to improve the identification, assessment, and subsequent support of language difficulty in students with emotional and behavioral disorders.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"140 - 150"},"PeriodicalIF":0.6,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41562977","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 : 2022-07-14DOI: 10.1177/10742956221108359
Sarah N. Heiniger, Kimberly A. Tucker, Brittany L. Hott, Kathleen M. Randolph
Token economies are a helpful, research-based tool for behavior intervention. However, the design and implementation process can be overwhelming. To address common challenges with token economy implementation, we describe the basic behavioral science behind a token economy, how to implement a token economy effectively, and how to avoid pitfalls along the way. We also provide advice on how to generalize token economies across settings and fade token economies, fostering a student’s intrinsic motivation and making reinforcement more naturalistic.
{"title":"Classroom Reinforcement Systems: Using Token Economies to Foster Independence","authors":"Sarah N. Heiniger, Kimberly A. Tucker, Brittany L. Hott, Kathleen M. Randolph","doi":"10.1177/10742956221108359","DOIUrl":"https://doi.org/10.1177/10742956221108359","url":null,"abstract":"Token economies are a helpful, research-based tool for behavior intervention. However, the design and implementation process can be overwhelming. To address common challenges with token economy implementation, we describe the basic behavioral science behind a token economy, how to implement a token economy effectively, and how to avoid pitfalls along the way. We also provide advice on how to generalize token economies across settings and fade token economies, fostering a student’s intrinsic motivation and making reinforcement more naturalistic.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"151 - 162"},"PeriodicalIF":0.6,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48234811","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 : 2022-07-01DOI: 10.1177/10742956221108365
Holly N. Johnson, M. E. Carpenter
The primary purpose of conducting a structured interview as part of a functional behavior assessment (FBA) is to assist teams in generating a hypothesis about the reason for a student’s problem behavior based on specific information. Although the use of an interview can be beneficial in identifying the function of a student’s behavior, it often only includes information provided by teachers, support staff, and family members and overlooks the student’s involvement. In this article, we discuss some of the barriers educators may encounter during the structured interview process and describe in detail possible solutions and adaptations educators can use to assist in planning and successfully conducting a student-involved structured interview as part of the FBA process.
{"title":"Including Student Input as a Critical Component of Functional Behavior Assessment","authors":"Holly N. Johnson, M. E. Carpenter","doi":"10.1177/10742956221108365","DOIUrl":"https://doi.org/10.1177/10742956221108365","url":null,"abstract":"The primary purpose of conducting a structured interview as part of a functional behavior assessment (FBA) is to assist teams in generating a hypothesis about the reason for a student’s problem behavior based on specific information. Although the use of an interview can be beneficial in identifying the function of a student’s behavior, it often only includes information provided by teachers, support staff, and family members and overlooks the student’s involvement. In this article, we discuss some of the barriers educators may encounter during the structured interview process and describe in detail possible solutions and adaptations educators can use to assist in planning and successfully conducting a student-involved structured interview as part of the FBA process.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"175 - 184"},"PeriodicalIF":0.6,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65304096","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 : 2022-04-19DOI: 10.1177/10742956221085946
Kathleen B. Cook, Kristin L. Sayeski
Despite decades of robust evidence demonstrating the effectiveness of self-monitoring for attention, the strategy is not universally taught to students who struggle with attention, particularly within general education settings. Recent studies have included technology such as tablets or smartphones, adding to the ease and social acceptability of the self-monitoring strategy. In this article, we provide the steps and tips for teachers to use an inexpensive smartphone app to increase on-task attending during instruction.
{"title":"Self-Monitoring With Secondary Students: Using a Smartphone App to Increase Attention to Task","authors":"Kathleen B. Cook, Kristin L. Sayeski","doi":"10.1177/10742956221085946","DOIUrl":"https://doi.org/10.1177/10742956221085946","url":null,"abstract":"Despite decades of robust evidence demonstrating the effectiveness of self-monitoring for attention, the strategy is not universally taught to students who struggle with attention, particularly within general education settings. Recent studies have included technology such as tablets or smartphones, adding to the ease and social acceptability of the self-monitoring strategy. In this article, we provide the steps and tips for teachers to use an inexpensive smartphone app to increase on-task attending during instruction.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"92 - 102"},"PeriodicalIF":0.6,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46624575","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 : 2022-04-01DOI: 10.1177/10742956211072267
S. R. Powell, Sarah A. Benz, Erica N. Mason, E. Lembke
Many students who experience difficulty with mathematics may also require behavioral support. We suggest educators create an appropriate scope and sequence for mathematics intervention by focusing on the critical mathematics content. Educators can then design the intervention with a common session structure. Finally, educators can embed and intensify supports for a student by increasing the dosage, focusing on the alignment of the intervention, and attending to transfer.
{"title":"How to Structure and Intensify Mathematics Intervention","authors":"S. R. Powell, Sarah A. Benz, Erica N. Mason, E. Lembke","doi":"10.1177/10742956211072267","DOIUrl":"https://doi.org/10.1177/10742956211072267","url":null,"abstract":"Many students who experience difficulty with mathematics may also require behavioral support. We suggest educators create an appropriate scope and sequence for mathematics intervention by focusing on the critical mathematics content. Educators can then design the intervention with a common session structure. Finally, educators can embed and intensify supports for a student by increasing the dosage, focusing on the alignment of the intervention, and attending to transfer.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"5 - 15"},"PeriodicalIF":0.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65304026","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 : 2022-02-28DOI: 10.1177/10742956211072480
Katherine V. Pettrey, Renée E. Lastrapes, P. Mooney
The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming.
{"title":"Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders","authors":"Katherine V. Pettrey, Renée E. Lastrapes, P. Mooney","doi":"10.1177/10742956211072480","DOIUrl":"https://doi.org/10.1177/10742956211072480","url":null,"abstract":"The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"65 - 75"},"PeriodicalIF":0.6,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48414417","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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