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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: EJ894089
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: ERIC
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1074-2956
Cognitive Behavioral Interventions: Strategies to Help Students Make Wise Behavioral Choices
Robinson, T. Rowand
Beyond Behavior, v17 n1 p7-13 Fall 2007
The goal of educators is to prepare students to live independent, productive lives. This objective is accomplished by helping students acquire the requisite skills to function independently. Most youths develop an aptitude to make wise behavioral choices by observing the individuals with whom they interact. Unfortunately, students with emotional and behavioral disorders (EBD) often fail to naturally acquire these abilities and require specific instruction to introduce skills that they can implement in different situations and in the absence of outside intervention. Teachers of students with EBD face the daunting task of educating some of the most difficult to teach students. Students who are unable to respond appropriately in classroom situations and social interactions must be taught skills that enable them to choose and implement effective and socially acceptable behaviors. One approach is to use cognitive behavioral interventions (CBIs). This article describes CBI and discusses the strategies and approaches used by CBI in teaching students to control their own behavior. (Contains 3 tables and 1 figure.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1D6F-F9C4E203B21F5EB8
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A