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Authors:Kathleen B. Cook, Kristin L. Sayeski Abstract: Beyond Behavior, Ahead of Print. Despite decades of robust evidence demonstrating the effectiveness of self-monitoring for attention, the strategy is not universally taught to students who struggle with attention, particularly within general education settings. Recent studies have included technology such as tablets or smartphones, adding to the ease and social acceptability of the self-monitoring strategy. In this article, we provide the steps and tips for teachers to use an inexpensive smartphone app to increase on-task attending during instruction. Citation: Beyond Behavior PubDate: 2022-04-20T05:45:16Z DOI: 10.1177/10742956221085946
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Authors:Paul Mooney, Joseph B. Ryan First page: 3 Abstract: Beyond Behavior, Ahead of Print.
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Authors:Sarah R. Powell; PhD, Sarah A. Benz, PhD, Erica N. Mason, PhD, Erica S. Lembke, PhD First page: 5 Abstract: Beyond Behavior, Ahead of Print. Many students who experience difficulty with mathematics may also require behavioral support. We suggest educators create an appropriate scope and sequence for mathematics intervention by focusing on the critical mathematics content. Educators can then design the intervention with a common session structure. Finally, educators can embed and intensify supports for a student by increasing the dosage, focusing on the alignment of the intervention, and attending to transfer. Citation: Beyond Behavior PubDate: 2022-02-09T06:45:12Z DOI: 10.1177/10742956211072267
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Authors:Margaret M. Flores; PhD, BCBA-D, Vanessa M. Hinton, PhD First page: 16 Abstract: Beyond Behavior, Ahead of Print. The concrete–representational–abstract (CRA) sequence of instruction is an explicit methodology for teaching mathematics using multiple representations of concepts. Learning concepts through multiple representations fosters conceptual understanding and mathematical thinking. This article describes how a special education teacher used explicit CRA instruction with two elementary students with emotional and behavioral disorders. Its aims are to describe and provide a rationale for explicit CRA instruction. We describe lesson activities, methods, materials, and procedures. Finally, we offer suggestions for effective implementation. Citation: Beyond Behavior PubDate: 2022-01-29T08:25:11Z DOI: 10.1177/10742956211072421
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Authors:Corey Peltier, Amanda M. VanDerHeyden, Brittany L. Hott First page: 29 Abstract: Beyond Behavior, Ahead of Print. Successful math word-problem solving is difficult for some students. Getting the right answer involves students engaging correctly in an amalgamation of actions. Schema instruction is an instructional approach aimed at supporting students in identifying the underlying math problem structure to yield an appropriate solution plan. The focus of this article is on supporting educators in understanding the core ingredients of schema instruction and explaining how to implement it effectively with students with elementary grades emotional and behavioral disorders. Citation: Beyond Behavior PubDate: 2022-01-27T05:39:34Z DOI: 10.1177/10742956211072260
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Authors:Paul J. Riccomini, Bradley S. Witzel, Divya S. Deshpande First page: 42 Abstract: Beyond Behavior, Ahead of Print. Students with emotional and behavioral disorders struggle with learning and retaining many aspects of mathematics. Tasks requiring conceptual understanding and reasoning are especially challenging. Given these difficulties, it is essential that teachers use techniques designed to support mathematical learning. We explain how to infuse peer-mediated strategies with two promising instructional techniques to scaffold learning and remembering of mathematical concepts and skills. Examples are illustrated within the context of an inclusive middle school mathematics course. Citation: Beyond Behavior PubDate: 2022-01-29T08:30:31Z DOI: 10.1177/10742956211072555
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Authors:Stephanie Morano, Susan Aigotti First page: 53 Abstract: Beyond Behavior, Ahead of Print. Fluency in math facts and procedures is critical for math achievement overall and often challenging for students with emotional and behavioral disorders to develop. This article describes how to implement two, complementary and evidence-based practice strategies, incremental rehearsal and Cover-Copy-Compare, to build declarative and procedural fluency in tandem. How-to steps, example materials, and additional resources are provided. Citation: Beyond Behavior PubDate: 2022-01-27T09:08:18Z DOI: 10.1177/10742956211072259
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Authors:Katherine V. Pettrey, Renee E. Lastrapes, Paul Mooney First page: 65 Abstract: Beyond Behavior, Ahead of Print. The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skill in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming. Citation: Beyond Behavior PubDate: 2022-02-28T01:49:46Z DOI: 10.1177/10742956211072480
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Authors:Mark D. Samudre, Jonathan L. Burt, Lauren M. LeJeune Abstract: Beyond Behavior, Ahead of Print. General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports. Citation: Beyond Behavior PubDate: 2021-07-03T12:19:02Z DOI: 10.1177/10742956211026672
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Authors:Jing Wang, Daniel M. Maggin, Kary Zarate Abstract: Beyond Behavior, Ahead of Print. Peer-mediated interventions (PMIs) are an effective support for students with emotional and behavioral disorders (EBD) for improving targeted behavioral skills. As one of the most important strategies in PMI, peer prompting and reinforcement (PR) provides an effective approach for developing and maintaining positive behavior. This article provides practitioners serving elementary school students with and/or at risk for EBD with a step-by-step process for implementing PMI using PR strategy, including steps for intervention intensification when data suggest that as a path forward. Citation: Beyond Behavior PubDate: 2021-06-26T11:24:13Z DOI: 10.1177/10742956211022045
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Authors:Kinga Balint-Langel, Benjamin S. Riden Abstract: Beyond Behavior, Ahead of Print. Self-advocacy skills enable active student involvement in the Individualized Education Program planning process. However, some students with emotional and behavioral disorders (EBD) lack appropriate self-advocacy skills and may require specific instruction in how to prepare for and participate in their own IEP. Special educators may have limited knowledge and skills to foster the self-advocacy skills of students with EBD. Therefore, this article focuses on a research-based strategy, the Self-Advocacy Strategy (SAS), that can be used by educators to effectively promote students’ self-advocacy skills. Research support and a detailed overview and guidelines on how educators can implement the SAS in their classrooms are included. Citation: Beyond Behavior PubDate: 2021-06-24T01:47:01Z DOI: 10.1177/10742956211023777
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Authors:Cori M. More, Jennifer Buchter, Conrad Oh-Young Abstract: Beyond Behavior, Ahead of Print. Self-injurious behavior is prevalent in early childhood impacting up to 53% of young children with disabilities. Once these behaviors are consistently present, they may become resistant to intervention. The purpose of this article is to provide early care and education center providers and family caregivers with ways to effectively reduce self-injurious behavior. Citation: Beyond Behavior PubDate: 2021-06-19T10:12:38Z DOI: 10.1177/10742956211023499
Hybrid journal (It can contain Open Access articles)
