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Julie Kate Owens – Beyond Behavior, 2024
Given the writing struggles of students with and at risk for emotional and behavioral disorders (EBD) served in general and special education classrooms, it is imperative that teachers provide effective writing instruction. One way to learn effective writing skills is through writing instruction through practice-based professional development that…
Descriptors: Professional Development, Writing Instruction, Special Education Teachers, Regular and Special Education Relationship
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Sara Sanders; Aundrea McFall; Kristine Jolivette – Beyond Behavior, 2024
Sometimes, despite the most perfectly delivered writing lesson implemented with fidelity, students with emotional and behavioral disorders (EBD) do not make the progress expected by teachers or themselves. In these instances, teachers may individualize and differentiate for students with EBD not making adequate progress by purposefully…
Descriptors: Behavior Disorders, Emotional Disturbances, Writing Instruction, Individualized Instruction
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Allyson Pitzel – Beyond Behavior, 2024
Students with emotional and behavioral disorders (EBD) often struggle to apply self-determination skills. Teaching self-determination skills within the context of writing allows students to amplify their voice and communicate with others. This article describes how writing instruction and lessons on self-determination skills may be combined to…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Self Determination
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Marissa J. Filderman; Christy R. Austin – Beyond Behavior, 2024
Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their students' unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on…
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Students, Writing Skills
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Kristine Jolivette; Sara Sanders; Elizabeth Michael; Aimee J. Hackney – Beyond Behavior, 2024
New science demonstrates how students with and at risk for emotional and behavioral disorders experience trauma at higher rates than their peers. When providing writing instruction to these students, it is imperative that the approaches used be viewed through a trauma-informed lens. This article describes steps teachers can take to view writing…
Descriptors: Trauma Informed Approach, At Risk Students, Emotional Disturbances, Behavior Disorders
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Filderman, Marissa J.; McKown, Clark; Bailey, Pamela; Benner, Gregory J.; Smolkowski, Keith – Beyond Behavior, 2023
The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify effective practices, provide intervention, and intensify support for students who need it. In this…
Descriptors: Elementary School Students, Social Emotional Learning, Skill Development, Progress Monitoring
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Benner, Gregory J.; Rock, Marcia L.; Strycker, Lisa A.; Lee, Erica O.; Bailey, Pamela; Virgin, Ashley S. – Beyond Behavior, 2023
Teachers of students with or at risk for emotional and behavioral disorders (EBD) may face obstacles and feel isolated when implementing social and emotional learning (SEL) programming with students. The teacher study group (TSG) offers an effective way to overcome barriers and improve SEL. These groups provide a gathering space for teachers to…
Descriptors: Students with Disabilities, Teacher Collaboration, Emotional Disturbances, Behavior Disorders
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Lee, Erica O.; Anson, Lauren E.; Tindol, Katie V.; Chirimwami, Vincent – Beyond Behavior, 2023
The best social and emotional learning (SEL) curriculum can be difficult to implement when students with or at risk for emotional and behavioral disorders (EBD) are unregulated and unprepared to engage in instruction. Daily mindfulness practices can help students with and at risk for EBD regulate their emotions and behaviors and be prepared for…
Descriptors: Elementary School Students, Emotional Disturbances, Behavior Disorders, Metacognition
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Sanders, Sara; Rollins, Lauren Hart; McFall, Aundrea – Beyond Behavior, 2023
Goal setting is used to track progress on academic and behavioral outcomes. It can also be extremely effective in monitoring progress toward social and emotional learning (SEL) goals. In this article, we provide an overview of effective goal setting in the classroom to support SEL skill acquisition and development, and practical examples of how to…
Descriptors: Elementary School Students, Social Emotional Learning, Goal Orientation, Progress Monitoring
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Lee, Erica O.; Lacey, Heather M.; Van Valkenburg, Sarah; McGinnis, Ellen; Huber, Brenda J.; Benner, Gregory J.; Strycker, Lisa A. – Beyond Behavior, 2023
Today's teachers experience high levels of stress and fatigue that can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for…
Descriptors: Teaching Conditions, Well Being, Teacher Burnout, Stress Variables
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Michael, Elizabeth; Bailey, Pamela; Benner, Gregory J.; Sanders, Sara – Beyond Behavior, 2023
In this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the social and emotional learning curriculum and interventions delivered. Specifically, the warm welcomes,…
Descriptors: Social Emotional Learning, Teacher Student Relationship, At Risk Students, Classroom Environment
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Gersib, Jenna A. – Beyond Behavior, 2023
Motivational interviewing (MI) is an established, research-based intervention that focuses on building intrinsic motivation to promote lasting, healthy changes in a variety of situations. In school settings, MI has been used to improve student motivation, attendance, punctuality, confidence in schoolwork, and self-determination as well as increase…
Descriptors: Middle School Students, Behavior Change, Student Behavior, Interviews
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McClure, Erica B.; Burt, Jonathan L. – Beyond Behavior, 2023
Functional communication training (FCT) is a strategy to address problem behavior for students with various disabilities that is supported by a broad evidence base. Despite this support, multiple factors continue to dissuade educators from utilizing FCT in their classrooms. This article outlines the process of developing and implementing FCT plans…
Descriptors: Behavior Problems, Students with Disabilities, Intervention, Evidence Based Practice
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Rogers, Davida J.; Bundrick, Karan S.; Ryan, Joseph B.; Afram, Love – Beyond Behavior, 2023
Timeout has been used extensively within schools to address inappropriate behavior in children. In practice, timeout is not a single strategy; rather, it is a compilation of related practices. Some forms of timeout are research-based practices for modifying student behavior. However, others lack research support and frequently are misused,…
Descriptors: Discipline, Student Behavior, Behavior Problems, Best Practices
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Marsh, Robbie J.; Baltodano-Van Ness, Heather M.; Mathur, Sarup R. – Beyond Behavior, 2023
Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral…
Descriptors: Electronic Learning, Educational Environment, Culturally Relevant Education, Parent Participation
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