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Authors:Kinga Balint-Langel, Leonard Troughton, Ryan Nation, Afzal Qureshi Abstract: Beyond Behavior, Ahead of Print. Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own individualized education program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school. Citation: Beyond Behavior PubDate: 2023-04-21T05:46:25Z DOI: 10.1177/10742956231163520
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Authors:Joseph B. Ryan, Paul Mooney Abstract: Beyond Behavior, Ahead of Print.
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Authors:Jasmine Justus, Brittany Hott, Sarah Heiniger Abstract: Beyond Behavior, Ahead of Print. In this article, we provide guidance about when planned ignoring should be considered, questions that may arise, and step-by-step procedures for implementing. A scenario of a kindergarten student is used to illustrate planned ignoring and possible questions regarding implementation in an educational setting. Forms and resources are provided to assist with classroom implementation. Citation: Beyond Behavior PubDate: 2023-04-13T11:00:47Z DOI: 10.1177/10742956231162863
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Authors:Robbie J. Marsh, Heather M. Baltadano-Van Ness, Sarup R. Mathur Abstract: Beyond Behavior, Ahead of Print. 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 expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples. Citation: Beyond Behavior PubDate: 2023-04-10T05:28:20Z DOI: 10.1177/10742956231161010
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Authors:Davida J. Rogers, Karan S. Bundrick, Joseph B. Ryan, Love Afram Abstract: Beyond Behavior, Ahead of Print. 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, hindering academic performance and risking harm to children. This article reviews the different types of timeout and shares best practices to help teachers use timeout successfully. Citation: Beyond Behavior PubDate: 2023-04-05T05:05:18Z DOI: 10.1177/10742956231162862
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Authors:Erica B. McClure, Jonathan L. Burt Abstract: Beyond Behavior, Ahead of Print. 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 through an efficient approach that includes essential components and tools to aid application while also highlighting potential pitfalls for practitioners to avoid. Citation: Beyond Behavior PubDate: 2023-04-05T05:03:58Z DOI: 10.1177/10742956231161838
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Authors:Paul Mooney, Joseph B. Ryan First page: 3 Abstract: Beyond Behavior, Ahead of Print.
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Authors:Sara Sanders, Lauren Hart Rollins, Aundrea McFall First page: 4 Abstract: Beyond Behavior, Ahead of Print. 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 implement goal setting with elementary students with and at risk of emotional and behavioral disorders. Examples of progress monitoring and ideas for how to intensify goal supports are described. Citation: Beyond Behavior PubDate: 2023-01-02T12:41:33Z DOI: 10.1177/10742956221145692
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Authors:Elizabeth Michael, Pamela Bailey, Gregory J. Benner, Sara Sanders First page: 36 Abstract: Beyond Behavior, Ahead of Print. 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, transitions, emotion checks, two by 10, and optimistic closures strategies are described. Citation: Beyond Behavior PubDate: 2023-01-20T05:55:03Z DOI: 10.1177/10742956221145951
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Authors:Erica O. Lee, Heather M. Lacey, Sarah Van Valkenburg, Ellen McGinnis, Brenda J. Huber, Gregory J. Benner, Lisa A. Strycker First page: 53 Abstract: Beyond Behavior, Ahead of Print. Today’s teachers experience high levels of stress and fatigue which 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 more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being. Citation: Beyond Behavior PubDate: 2023-01-13T06:42:45Z DOI: 10.1177/10742956221145942
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Authors:Jenna A. Gersib Abstract: Beyond Behavior, Ahead of Print. 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 student academic grades. Students who exhibit challenging behaviors in schools often feel ambivalent toward change and teachers often have a difficult time motivating them toward positive and prosocial behaviors and actions. This article describes the framework of MI and gives specific descriptions of how middle school teachers and other school personnel can use MI to help their students who are experiencing challenging behaviors due to lack of motivation increase their likelihood of school success. Citation: Beyond Behavior PubDate: 2022-09-24T11:05:52Z DOI: 10.1177/10742956221122723
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Authors:Marissa J. Filderman, Clark McKown, Pamela Bailey, Gregory J. Benner, Keith Smolkowski First page: 15 Abstract: Beyond Behavior, Ahead of Print. 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 article, we provide a practical demonstration of how to make instructional decisions based on screening and progress monitoring of student SEL skill acquisition. Citation: Beyond Behavior PubDate: 2022-12-21T01:15:03Z DOI: 10.1177/10742956221143112
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Authors:Gregory J. Benner, Marcia L. Rock, Lisa A. Strycker, Erica O. Lee, Pamela Bailey, Ashley S. Virgin First page: 24 Abstract: Beyond Behavior, Ahead of Print. 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 investigate problems of practice, celebrate points of pride, and strengthen professional learning in a focused area. In this article, we summarize existing research on SEL and TSGs and describe available SEL programs that incorporate TSGs. We provide an example of SEL-focused TSGs in practice, offering guidance and tips for early elementary school teachers—and the administrators who support them—who work with students with or at risk for EBD. Citation: Beyond Behavior PubDate: 2022-12-28T07:13:11Z DOI: 10.1177/10742956221143497
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Authors:Erica O. Lee, Lauren E. Anson, Katie V. Tindol, Vincent Chirimwami First page: 45 Abstract: Beyond Behavior, Ahead of Print. 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 instruction. In this article, we provide examples and models of how informal mindfulness strategies can be incorporated into the elementary classroom to support student SEL growth. We also address how SEL instruction can be intensified using explicit mindfulness intervention programs to help meet the needs of students with EBD. Citation: Beyond Behavior PubDate: 2022-12-28T07:15:09Z DOI: 10.1177/10742956221145198
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