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Hirsch, Shanna E.; Ennis, Robin Parks; Driver, Melissa K. – Beyond Behavior, 2018
Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider implementing research- and/or evidence-based…
Descriptors: Learner Engagement, Elementary School Teachers, Elementary School Mathematics, Mathematics Teachers
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Markelz, Andrew; Riden, Benjamin; Rizzo, Karen – Beyond Behavior, 2018
Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. Although many teachers are aware of the benefits of teacher praise, its use in classrooms remains low. Training students to recruit praise is a method to counter suppressing contingencies and increase praise rates for desired classroom behaviors. With…
Descriptors: Emotional Problems, Behavior Problems, Positive Reinforcement, Training
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Counts, Jennifer; Katsiyannis, Antonis; Beard, Jenna – Beyond Behavior, 2018
Violence in schools remains a complex and challenging issue. In this article, we examine schools' responsibilities in placement and the provision of services for students who have chronically exhibited dangerous behaviors. Multiple court cases have provided schools guidance in evaluating when student removal through injunctive relief for dangerous…
Descriptors: Student Behavior, Violence, School Responsibility, Student Placement
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Mathur, Sarup R.; Griller Clark, Heather; LaCroix, Leslie; Short, James – Beyond Behavior, 2018
This article discusses the unique and influential role of school teachers in the rehabilitation and reintegration of students with emotional and behavioral disorders who have been involved with the juvenile justice (JJ) system. By adopting evidenced-based practices, highlighted within this article, teachers can prevent further escalation of…
Descriptors: Reentry Students, Juvenile Justice, Emotional Disturbances, Behavior Disorders
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Bruhn, Allison L.; McDaniel, Sara C.; Rila, Ashley; Estrapala, Sara – Beyond Behavior, 2018
Students who are at risk for or show low-intensity behavioral problems may need targeted, Tier 2 interventions. Often, Tier 2 problem-solving teams are charged with monitoring student responsiveness to intervention. This process may be difficult for those who are not trained in data collection and analysis procedures. To aid practitioners in these…
Descriptors: Progress Monitoring, Behavior Problems, Student Behavior, At Risk Students
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Mooney, Paul; Ryan, Joseph B. – Beyond Behavior, 2018
Reviewing manuscripts is an integral part of the publication process. Unfortunately, few scholars receive training in this skill. This article provides an overview of what it takes to conduct a quality review of a manuscript submission for a practitioner journal. The editors describe the manuscript types published by "Beyond Behavior"…
Descriptors: Journal Articles, Periodicals, Evaluation Methods, Feedback (Response)
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Ennis, Robin Parks – Beyond Behavior, 2018
Group contingencies are effective classroom-based interventions that can be used to increase the academic engagement of students with disabilities. This article defines and outlines examples of dependent, independent, and interdependent group contingencies. In addition, tips for success, including making reinforcement accessible to students,…
Descriptors: Success, Student Behavior, Group Dynamics, Classroom Techniques
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Sanders, Sara; Ennis, Robin Parks; Losinski, Mickey – Beyond Behavior, 2018
Secondary students with emotional and behavioral disorders may experience a phenomenon known as the failure cycle where behavioral needs and academic deficits negatively impact learning, including reading comprehension. Self-regulated strategy development (SRSD) is one emerging method that addresses behavioral needs and reading comprehension…
Descriptors: Emotional Disturbances, Behavior Disorders, Secondary School Students, Reading Instruction
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Miller, Alexandra A.; Therrien, William J. – Beyond Behavior, 2018
Youth with disabilities are dramatically overrepresented in the juvenile justice system. These individuals have poorer outcomes compared with their nondisabled peers regarding school graduation, employment, and recidivism. This discussion article explores issues related to transition and outlines research-based practices aimed at increasing…
Descriptors: Recidivism, Disabilities, Transitional Programs, Juvenile Justice
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McKenna, John William; Bettini, Elizabeth – Beyond Behavior, 2018
Students with emotional and behavioral disorders (EBD) often have deficient reading skills that require intensive intervention. Effective intervention is comprehensive in nature, addressing individual student needs. This article provides an overview and recommendations for one potential component of individualized support: the use of repeated…
Descriptors: Reading Fluency, Secondary School Students, Behavior Disorders, Intervention
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Goldin, Jamie T.; McDaniel, Sara C. – Beyond Behavior, 2018
Positive behavioral interventions and supports (PBIS) is a means to proactively address student behavior in all school settings. Misbehavior on the school bus can lead to issues with safety, carry over to school and home, and hinder at-risk students' academic success. Students' behavior can be supported on the bus through the implementation of a…
Descriptors: Positive Behavior Supports, Student Behavior, School Safety, Student Transportation
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Evanovich, Lauren L.; Kern, Laura – Beyond Behavior, 2018
Precorrection is an intervention that is a simple, systematic method of predicting and addressing inappropriate social or academic behaviors. It can be successfully be implemented for students of any age and ability, and across any setting, behavior, or academic task. This article demonstrates the use of precorrection across settings, including as…
Descriptors: Prevention, Behavior Problems, Intervention, Self Management
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Lane, Kathleen Lynne; Menzies, Holly M.; Ennis, Robin Parks; Oakes, Wendy Peia; Royer, David James; Lane, Katie Scarlett – Beyond Behavior, 2018
Instructional choice is a practical strategy for increasing student engagement and decreasing challenging behavior. In this article, we describe a step-by-step process for incorporating instructional choice into classroom activities, with teaching tips to assist with successful implementation. Throughout the article, we offer lessons from the…
Descriptors: Teaching Methods, Learner Engagement, Student Behavior, Program Implementation
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Ennis, Robin Parks; Royer, David James; Lane, Kathleen Lynne; Menzies, Holly M.; Oakes, Wendy Peia; Schellman, Liane Elizabeth – Beyond Behavior, 2018
Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article,…
Descriptors: Behavior Modification, Positive Reinforcement, Student Behavior, At Risk Students
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Bross, Leslie Ann; Common, Eric Alan; Oakes, Wendy Peia; Lane, Kathleen Lynne; Menzies, Holly M.; Ennis, Robin Parks – Beyond Behavior, 2018
High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using…
Descriptors: Probability, Classroom Techniques, Teaching Methods, Compliance (Psychology)
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