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Simpson, Jessica N.; Hopkins, Stephanie; Eakle, Christopher D.; Rose, Chad A. – Beyond Behavior, 2020
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…
Descriptors: Behavior Modification, Behavior Problems, Student Behavior, Emotional Disturbances
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Hardy, Jessica K.; McLeod, Ragan H. – Beyond Behavior, 2020
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…
Descriptors: Positive Reinforcement, Child Behavior, Special Education, Early Childhood Education
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Haydon, Todd; Musti-Rao, Shobana; Kennedy, Alana; Murphy, Meredith; Hunter, William; Boone, Jason – Beyond Behavior, 2020
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…
Descriptors: Positive Reinforcement, Middle School Students, High School Students, Feedback (Response)
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Whitney, Todd; Ackerman, Kera B. – Beyond Behavior, 2020
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…
Descriptors: Student Behavior, Behavior Disorders, Emotional Disturbances, Positive Reinforcement
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Scott, Terrance M.; Landrum, Timothy J. – Beyond Behavior, 2020
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…
Descriptors: Evidence Based Practice, Positive Reinforcement, Criticism, Behavior Modification
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Sugai, George; Simonsen, Brandi – Beyond Behavior, 2020
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…
Descriptors: Behavior Problems, Student Behavior, Behavior Modification, Functional Behavioral Assessment
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McKenna, John William; Garwood, Justin D.; Werunga, Robai – Beyond Behavior, 2020
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…
Descriptors: Reading Instruction, Emotional Problems, Behavior Disorders, Emotional Disturbances
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Garwood, Justin D.; McKenna, John W.; Ciullo, Stephen – Beyond Behavior, 2020
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…
Descriptors: Reading Instruction, Behavior Disorders, Special Education Teachers, Intervention
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Pulos, Joshua M.; Peltier, Corey; Williams-Diehm, Kendra L.; Martin, James E. – Beyond Behavior, 2020
Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and…
Descriptors: Emotional Disturbances, Behavior Disorders, Self Determination, Mathematics Instruction
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Gage, Nicholas A.; Beahm, Lydia; Kaplan, Rachel; MacSuga-Gage, Ashley S.; Lee, Ahhyun – Beyond Behavior, 2020
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…
Descriptors: Student Behavior, Behavior Problems, Positive Behavior Supports, Intervention
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Riden, Benjamin S.; Taylor, Jonté C.; Mantzoros, Theoni – Beyond Behavior, 2020
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…
Descriptors: Behavior Disorders, Emotional Disturbances, Learner Engagement, Student Reaction
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Mitsch, Maryssa Kucskar; Riggleman, Samantha – Beyond Behavior, 2020
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…
Descriptors: Direct Instruction, Teaching Methods, Special Education, Developmentally Appropriate Practices
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Peltier, Corey; Peltier, Tiffany K. – Beyond Behavior, 2020
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…
Descriptors: Mathematics Instruction, Individualized Instruction, Mathematics Achievement, Emotional Disturbances
Roberts, Garrett J.; Miller, Gloria E.; Watts, Gavin W.; Malala, Dina K.; Amidon, Brigette E.; Strain, Phil – Beyond Behavior, 2020
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…
Descriptors: Reading Instruction, Attention Deficit Hyperactivity Disorder, Family School Relationship, Family Involvement
Bettini, Elizabeth; Cumming, Michelle M.; Brunsting, Nelson C.; McKenna, John William; Cooper Schneider, Caitlin; Muller, Rebecca; Peyton, David – Beyond Behavior, 2020
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…
Descriptors: Special Education Teachers, Administrator Role, Teacher Administrator Relationship, Professional Development
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