Pub Date : 2020-03-05DOI: 10.1177/1074295620906896
P. Mooney, Joseph B. Ryan
We are excited to introduce the special series of articles that compose Beyond Behavior Volume 29, Issue 1, because its focus is on implementing and supporting effective reading practices in schools for students with emotional and behavioral disorders (EBD). Although there are reasons to be concerned about the reading–teaching–learning context for students with EBD, we appreciate the collective efforts of the authors to present a realistically positive tone and explicitly described body of research-informed reading practices for students with EBD across grade levels, diagnostic characteristics, and professional educators. Series organizer/guest editor John McKenna and the team of nationally recognized scholars that he assembled agreed to develop a series of research-informed practitioner articles with a “glass half full” mindset to what the scholarly literature often accurately presents as a “glass half empty” state of affairs.
{"title":"Effective Reading Instructional Practices for Students With Emotional and Behavioral Disorders","authors":"P. Mooney, Joseph B. Ryan","doi":"10.1177/1074295620906896","DOIUrl":"https://doi.org/10.1177/1074295620906896","url":null,"abstract":"We are excited to introduce the special series of articles that compose Beyond Behavior Volume 29, Issue 1, because its focus is on implementing and supporting effective reading practices in schools for students with emotional and behavioral disorders (EBD). Although there are reasons to be concerned about the reading–teaching–learning context for students with EBD, we appreciate the collective efforts of the authors to present a realistically positive tone and explicitly described body of research-informed reading practices for students with EBD across grade levels, diagnostic characteristics, and professional educators. Series organizer/guest editor John McKenna and the team of nationally recognized scholars that he assembled agreed to develop a series of research-informed practitioner articles with a “glass half full” mindset to what the scholarly literature often accurately presents as a “glass half empty” state of affairs.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"3 - 5"},"PeriodicalIF":0.6,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620906896","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42524853","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 : 2020-02-10DOI: 10.1177/1074295620904024
Elizabeth F. Bettini, Michelle M. Cumming, Nelson C. Brunsting, J. McKenna, Caitlin Cooper Schneider, Rebecca L Muller, David J. Peyton
Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.
{"title":"Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD","authors":"Elizabeth F. Bettini, Michelle M. Cumming, Nelson C. Brunsting, J. McKenna, Caitlin Cooper Schneider, Rebecca L Muller, David J. Peyton","doi":"10.1177/1074295620904024","DOIUrl":"https://doi.org/10.1177/1074295620904024","url":null,"abstract":"Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"52 - 61"},"PeriodicalIF":0.6,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620904024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43621580","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 : 2020-02-01DOI: 10.1177/1074295620903050
Corey Peltier, Tiffany K. Peltier
The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.
{"title":"Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving","authors":"Corey Peltier, Tiffany K. Peltier","doi":"10.1177/1074295620903050","DOIUrl":"https://doi.org/10.1177/1074295620903050","url":null,"abstract":"The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"141 - 151"},"PeriodicalIF":0.6,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620903050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48994230","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 : 2020-02-01DOI: 10.1177/1074295620902474
Todd Whitney, Kera B. Ackerman
Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on the reinforcement of students with emotional and behavioral disorders.
{"title":"Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback","authors":"Todd Whitney, Kera B. Ackerman","doi":"10.1177/1074295620902474","DOIUrl":"https://doi.org/10.1177/1074295620902474","url":null,"abstract":"Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on the reinforcement of students with emotional and behavioral disorders.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"86 - 94"},"PeriodicalIF":0.6,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620902474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42885334","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 : 2020-01-29DOI: 10.1177/1074295620902471
Garrett J. Roberts, G. Miller, Gavin W. Watts, D. Malala, Brigette Amidon, P. Strain
Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration.
{"title":"Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration","authors":"Garrett J. Roberts, G. Miller, Gavin W. Watts, D. Malala, Brigette Amidon, P. Strain","doi":"10.1177/1074295620902471","DOIUrl":"https://doi.org/10.1177/1074295620902471","url":null,"abstract":"Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"42 - 51"},"PeriodicalIF":0.6,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620902471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45372662","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 : 2020-01-27DOI: 10.1177/1074295619900379
J. McKenna, J. Garwood, Robai Werunga
Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of comprehension into effective reading instruction.
{"title":"Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension","authors":"J. McKenna, J. Garwood, Robai Werunga","doi":"10.1177/1074295619900379","DOIUrl":"https://doi.org/10.1177/1074295619900379","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of comprehension into effective reading instruction.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"18 - 30"},"PeriodicalIF":0.6,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619900379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43069339","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 : 2020-01-25DOI: 10.1177/1074295620902444
G. Sugai, Brandi Simonsen
This article provides an overview of how reinforcement serves as the foundation for a function-based approach to support students with challenging behavior. Understanding reinforcement is essential when providing function-based support for students with challenging behavior. Reinforcement “strengthens” behavior, increasing the probability that similar behaviors occur again. By understanding and using reinforcement accurately, educators conduct efficient functional behavioral assessments; develop and implement positive, aligned, and individualized behavior support plans; and avoid misrules and misconceptions about reinforcement.
{"title":"Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior","authors":"G. Sugai, Brandi Simonsen","doi":"10.1177/1074295620902444","DOIUrl":"https://doi.org/10.1177/1074295620902444","url":null,"abstract":"This article provides an overview of how reinforcement serves as the foundation for a function-based approach to support students with challenging behavior. Understanding reinforcement is essential when providing function-based support for students with challenging behavior. Reinforcement “strengthens” behavior, increasing the probability that similar behaviors occur again. By understanding and using reinforcement accurately, educators conduct efficient functional behavioral assessments; develop and implement positive, aligned, and individualized behavior support plans; and avoid misrules and misconceptions about reinforcement.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"78 - 85"},"PeriodicalIF":0.6,"publicationDate":"2020-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620902444","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41554299","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 : 2020-01-24DOI: 10.1177/1074295620901526
M. Mitsch, Samantha Riggleman
With young children, there is often an instructional focus on naturalistic interactions between the child and environment. In special education, there are times when direct instruction (di) and discrete trial training (DTT) are both needed, requiring a balance of explicit DTT and child-initiated instruction. This article discusses what individually and developmentally appropriate di and DTT practice and real-life examples look and sound like, and explains how to embed them across routines, activities, and environments.
{"title":"Effectively Integrating Direct Instruction and Discrete Trial Training Across Routines, Activities, and Environments","authors":"M. Mitsch, Samantha Riggleman","doi":"10.1177/1074295620901526","DOIUrl":"https://doi.org/10.1177/1074295620901526","url":null,"abstract":"With young children, there is often an instructional focus on naturalistic interactions between the child and environment. In special education, there are times when direct instruction (di) and discrete trial training (DTT) are both needed, requiring a balance of explicit DTT and child-initiated instruction. This article discusses what individually and developmentally appropriate di and DTT practice and real-life examples look and sound like, and explains how to embed them across routines, activities, and environments.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"152 - 161"},"PeriodicalIF":0.6,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620901526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49415590","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 : 2020-01-19DOI: 10.1177/1074295619900380
J. Garwood, J. McKenna, Stephen Ciullo
Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.
{"title":"Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders","authors":"J. Garwood, J. McKenna, Stephen Ciullo","doi":"10.1177/1074295619900380","DOIUrl":"https://doi.org/10.1177/1074295619900380","url":null,"abstract":"Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"17 - 6"},"PeriodicalIF":0.6,"publicationDate":"2020-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619900380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44283782","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 : 2019-10-23DOI: 10.1177/1074295619873891
Joseph B. Ryan, P. Mooney
{"title":"Providing Useful Progress Monitoring of Behavior Plans and Programs That Address Practitioner Concerns in Classrooms","authors":"Joseph B. Ryan, P. Mooney","doi":"10.1177/1074295619873891","DOIUrl":"https://doi.org/10.1177/1074295619873891","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"123 - 123"},"PeriodicalIF":0.6,"publicationDate":"2019-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619873891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46922788","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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