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Sanders, Sara; Jolivette, Kristine; Rollins, Lauren Hart; Shaw, Ashley – TEACHING Exceptional Children, 2021
The intertwined academic and behavior deficits, often referred to as the failure cycle, of students with and at risk for emotional and behavioral disorders (EBD) negatively impact learning and skill acquisition. Reading comprehension is one academic area where students with and at risk for EBD display significant deficits. The self-regulated…
Descriptors: Emotional Disturbances, Behavior Disorders, Reading Comprehension, Reading Strategies
Boden, Lauren J.; Ennis, Robin P.; Jolivette, Kristine – TEACHING Exceptional Children, 2012
Check in/check out (CICO) is a secondary-tier intervention implemented within the framework of schoolwide positive behavior interventions and supports (SWPBIS) that uses school-based contingencies to encourage positive behavior. CICO is a five-step cycle which uses daily progress report cards (DPR) to monitor progress toward schoolwide or…
Descriptors: Mental Retardation, Self Contained Classrooms, Intervention, Models
Lingo, Amy S.; Barton-Arwood, Sally M.; Jolivette, Kristine – TEACHING Exceptional Children, 2011
The Individuals With Disabilities Education Improvement Act (IDEA 2004), aligned with the No Child Left Behind Act (NCLB), emphasizes improved student academic outcomes. With this focus on academic outcomes and access to the general curriculum, there is increased pressure for accountability in the education of students with disabilities in general…
Descriptors: Federal Legislation, Disabilities, Educational Strategies, Educational Practices
Mays, Nicole M.; Beal-Alvarez, Jennifer; Jolivette, Kristine – TEACHING Exceptional Children, 2011
This article outlines a three-step process to help teachers determine whether or not the function of a student's stereotypical behavior is sensory-based and if so, how to select and monitor an appropriate sensory intervention to promote instructional engagement. In particular, characteristics of students who are seeking to gain sensory input in…
Descriptors: Intervention, Autism, Functional Behavioral Assessment, Behavior Modification
Patton, Beverly; Jolivette, Kristine; Ramsey, Michelle – TEACHING Exceptional Children, 2006
Students with Emotional/Behavioral Disorders (E/BD) often display one or more of the following characteristics: (1) an inability to learn that cannot be explained by intellectual, sensory, or health factors; (2) an inability to build or maintain satisfactory interpersonal relationships with peers or teachers; (3) inappropriate types of behavior or…
Descriptors: Behavior Disorders, Depression (Psychology), Emotional Disturbances, Learning Problems
Scott, Terrance M.; Liaupsin, Carl J.; Nelson, C. Michael; Jolivette, Kristine – TEACHING Exceptional Children, 2003
This article presents a detailed example of how faculty and staff at one middle school implemented team-based functional behavioral assessment (FBA) planning procedures with a student exhibiting recurring minor problems. Insets list tasks and considerations for an FBA, a sample formatted antecedent-behavior-consequence summary of team member…
Descriptors: Behavior Problems, Case Studies, Functional Behavioral Assessment, Individualized Programs

Lassman, Kelley A.; Jolivette, Kristine; Wehby, Joseph H. – TEACHING Exceptional Children, 1999
Describes collaborative behavioral contracting as applied to the reintegration of students with disabilities, using as an example the case of a 13-year old who had been in a self-contained program for students with emotional and/or behavioral disorders. Covers the development of a behavior management plan, writing the collaborative behavioral…
Descriptors: Behavior Change, Behavior Problems, Behavioral Objectives, Case Studies
Jolivette, Kristine; Stichter, Janine Peck; McCormick, Katherine M. – TEACHING Exceptional Children, 2002
A hypothetical case study is presented to show how a teacher might incorporate choice-making opportunities for a student with emotional and behavioral disorders who is failing math. Practical strategies are suggested that special and general educators may use in their academic curricula to encourage students to make appropriate choices. (Contains…
Descriptors: Academic Achievement, Behavior Change, Behavior Disorders, Behavior Modification