Pub Date : 2020-08-25DOI: 10.1177/1074295620950611
Nicholas A. Gage, Lydia A. Beahm, Rachel Kaplan, Ashley S. Macsuga-Gage, Ahhyun Lee
The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and out-of-school suspensions. This article describes concerns with the use of suspensions, defines PBIS, and outlines how schools can implement and use PBIS to reduce suspensions.
{"title":"Using Positive Behavioral Interventions and Supports to Reduce School Suspensions","authors":"Nicholas A. Gage, Lydia A. Beahm, Rachel Kaplan, Ashley S. Macsuga-Gage, Ahhyun Lee","doi":"10.1177/1074295620950611","DOIUrl":"https://doi.org/10.1177/1074295620950611","url":null,"abstract":"The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and out-of-school suspensions. This article describes concerns with the use of suspensions, defines PBIS, and outlines how schools can implement and use PBIS to reduce suspensions.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"132 - 140"},"PeriodicalIF":0.6,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620950611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48852589","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 : 2020-08-17DOI: 10.1177/1074295620948426
Benjamin S. Riden, Jonte' C. Taylor, Theoni Mantzoros
Teachers of students with emotional and behavioral disorders often struggle with increasing student participation while maintaining a positive classroom environment. Active student responding (ASR) occurs when a student says, writes, or engages in some observable response following a question. This article identifies and describes three electronic approaches to ASR and provides teachers with tips for effective implementation with students with emotional and behavioral disorders.
{"title":"Using Electronic Active Student Responding for Students With EBD","authors":"Benjamin S. Riden, Jonte' C. Taylor, Theoni Mantzoros","doi":"10.1177/1074295620948426","DOIUrl":"https://doi.org/10.1177/1074295620948426","url":null,"abstract":"Teachers of students with emotional and behavioral disorders often struggle with increasing student participation while maintaining a positive classroom environment. Active student responding (ASR) occurs when a student says, writes, or engages in some observable response following a question. This article identifies and describes three electronic approaches to ASR and provides teachers with tips for effective implementation with students with emotional and behavioral disorders.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"174 - 183"},"PeriodicalIF":0.6,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620948426","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43893121","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 : 2020-07-11DOI: 10.1177/1074295620934707
C. M. Nelson, J. Kauffman
In this commentary on the Beyond Behavior special issue: In Support of Positive Reinforcement, the authors ask the question of why myths and misinformation related to positive reinforcement exist. They assert that the principle of negative reinforcement may be one reason. The authors also exhort educators to use the science of behavior analysis as a means to increase the use of positive reinforcement in schools.
{"title":"A Commentary on the Special Issue: Promoting Use of Positive Reinforcement in Schools","authors":"C. M. Nelson, J. Kauffman","doi":"10.1177/1074295620934707","DOIUrl":"https://doi.org/10.1177/1074295620934707","url":null,"abstract":"In this commentary on the Beyond Behavior special issue: In Support of Positive Reinforcement, the authors ask the question of why myths and misinformation related to positive reinforcement exist. They assert that the principle of negative reinforcement may be one reason. The authors also exhort educators to use the science of behavior analysis as a means to increase the use of positive reinforcement in schools.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"116 - 118"},"PeriodicalIF":0.6,"publicationDate":"2020-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620934707","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41563916","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 : 2020-07-11DOI: 10.1177/1074295620934702
Terrance M. Scott, T. Landrum
{"title":"Positive Reinforcement in Schools: Logic and Application","authors":"Terrance M. Scott, T. Landrum","doi":"10.1177/1074295620934702","DOIUrl":"https://doi.org/10.1177/1074295620934702","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"67 - 68"},"PeriodicalIF":0.6,"publicationDate":"2020-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620934702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46883328","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 : 2020-05-25DOI: 10.1177/1074295620922536
Kary Zarate, Daniel M. Maggin
Video modeling (VM) is a powerful and effective tool to support skill acquisition and generalization for students with and without emotional and behavioral disorders (EBD). Video models can include adults, peers, and the very students at which skill development is directed. This article provides a definition of VM and descriptions of its varying formats, an overview of VM’s positive evidence base, reasons why VM is effective, and step-by-step guidance for VM implementation and intensification that meets the needs of students with EBD.
{"title":"Using and Intensifying Video Modeling for Students With Emotional and Behavioral Disorders","authors":"Kary Zarate, Daniel M. Maggin","doi":"10.1177/1074295620922536","DOIUrl":"https://doi.org/10.1177/1074295620922536","url":null,"abstract":"Video modeling (VM) is a powerful and effective tool to support skill acquisition and generalization for students with and without emotional and behavioral disorders (EBD). Video models can include adults, peers, and the very students at which skill development is directed. This article provides a definition of VM and descriptions of its varying formats, an overview of VM’s positive evidence base, reasons why VM is effective, and step-by-step guidance for VM implementation and intensification that meets the needs of students with EBD.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"24 - 31"},"PeriodicalIF":0.6,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620922536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47198782","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 : 2020-05-17DOI: 10.1177/1074295620917153
Terrance M. Scott, T. Landrum
In this article, we provide both a critical analysis of and logical response to a set of the most typical school-based objections to the effective use of positive reinforcement. For example, one objection is that positive reinforcement amounts to bribery. Practitioners are provided with clear and concise arguments refuting each objection and data-informed rationales supporting the school-based use of positive reinforcement.
{"title":"An Evidence-Based Logic for the Use of Positive Reinforcement: Responses to Typical Criticisms","authors":"Terrance M. Scott, T. Landrum","doi":"10.1177/1074295620917153","DOIUrl":"https://doi.org/10.1177/1074295620917153","url":null,"abstract":"In this article, we provide both a critical analysis of and logical response to a set of the most typical school-based objections to the effective use of positive reinforcement. For example, one objection is that positive reinforcement amounts to bribery. Practitioners are provided with clear and concise arguments refuting each objection and data-informed rationales supporting the school-based use of positive reinforcement.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"69 - 77"},"PeriodicalIF":0.6,"publicationDate":"2020-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620917153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46833666","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 : 2020-05-15DOI: 10.1177/1074295620915883
Todd Haydon, S. Musti-Rao, Alana M. Kennedy, Meredith Murphy, William C. Hunter, J. Boone
Teacher praise is an evidence-based strategy shown to increase appropriate prosocial behavior and decrease disruptive behavior, particularly with elementary school age students. In this article, we provide direction and recommendations for using positive feedback with middle and high school students. A review of the research literature, guidelines for implementation, and online resources are presented, along with a case study example designed to apply the implementation guidelines in a secondary school setting.
{"title":"Using Teacher Praise With Middle and High School Students","authors":"Todd Haydon, S. Musti-Rao, Alana M. Kennedy, Meredith Murphy, William C. Hunter, J. Boone","doi":"10.1177/1074295620915883","DOIUrl":"https://doi.org/10.1177/1074295620915883","url":null,"abstract":"Teacher praise is an evidence-based strategy shown to increase appropriate prosocial behavior and decrease disruptive behavior, particularly with elementary school age students. In this article, we provide direction and recommendations for using positive feedback with middle and high school students. A review of the research literature, guidelines for implementation, and online resources are presented, along with a case study example designed to apply the implementation guidelines in a secondary school setting.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"108 - 115"},"PeriodicalIF":0.6,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620915883","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47627884","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 : 2020-04-21DOI: 10.1177/1074295620915724
J. Hardy, R. McLeod
Positive reinforcement is a research-based practice essential for supporting young children’s use of appropriate behaviors and skills. The application of positive reinforcement also is consistent with recommendations by national organizations for early childhood and early childhood special education. In this article, we describe eight guidelines for planning, implementing, and evaluating positive reinforcement in early childhood contexts that are based on current research and recommendations of these professional organizations. Examples of the use of guidelines and tools for supporting implementation are provided.
{"title":"Using Positive Reinforcement With Young Children","authors":"J. Hardy, R. McLeod","doi":"10.1177/1074295620915724","DOIUrl":"https://doi.org/10.1177/1074295620915724","url":null,"abstract":"Positive reinforcement is a research-based practice essential for supporting young children’s use of appropriate behaviors and skills. The application of positive reinforcement also is consistent with recommendations by national organizations for early childhood and early childhood special education. In this article, we describe eight guidelines for planning, implementing, and evaluating positive reinforcement in early childhood contexts that are based on current research and recommendations of these professional organizations. Examples of the use of guidelines and tools for supporting implementation are provided.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"107 - 95"},"PeriodicalIF":0.6,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620915724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44505502","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 : 2020-03-13DOI: 10.1177/1074295620909448
J. Simpson, Stephanie Hopkins, Christopher D. Eakle, Chad A. Rose
An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.
{"title":"Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom","authors":"J. Simpson, Stephanie Hopkins, Christopher D. Eakle, Chad A. Rose","doi":"10.1177/1074295620909448","DOIUrl":"https://doi.org/10.1177/1074295620909448","url":null,"abstract":"An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"119 - 128"},"PeriodicalIF":0.6,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620909448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41877971","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 : 2020-03-05DOI: 10.1177/1074295620907110
Danielle A. Cravalho, Zaira Jimenez, Aya Shhub, Michael Solis
This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.
{"title":"How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum Disorder","authors":"Danielle A. Cravalho, Zaira Jimenez, Aya Shhub, Michael Solis","doi":"10.1177/1074295620907110","DOIUrl":"https://doi.org/10.1177/1074295620907110","url":null,"abstract":"This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"31 - 41"},"PeriodicalIF":0.6,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620907110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42683602","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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