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Authors:John W. Maag, Edward J. Daly Abstract: Beyond Behavior, Ahead of Print. Differential negative reinforcement of alternative behavior is a technique in which students can escape a portion of a task they perceive to be unpleasant by reaching a predetermined criterion. In this article, we define the negative reinforcement trap and review research on differential negative reinforcement of alternative behavior. We then describe procedural steps for teachers to effectively prevent students from escaping tasks or activities they find unpleasant as well as increase work accuracy and productivity. Citation: Beyond Behavior PubDate: 2024-07-27T06:11:40Z DOI: 10.1177/10742956241259628
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Authors:Ashley Shaw, Robin Parks Ennis Abstract: Beyond Behavior, Ahead of Print. Fractions are an imperative skill for students to master to achieve success in future mathematics concepts and classes. Yet many students, especially those experiencing math difficulties and/or characteristics of emotional and behavioral disorders, continue to exit elementary school without a concrete foundation of fractions skills required to successfully transition into higher level math courses. In this article, we present an overview of SRSD Fractions, a strategy instructional framework to teach adding and subtracting fractions with unlike denominators. We highlight the benefits of using the framework to promote student engagement and skill mastery and identify free-access resources for educators to successfully implement the math intervention in their own classrooms. Citation: Beyond Behavior PubDate: 2024-07-23T01:00:49Z DOI: 10.1177/10742956241263487
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Authors:Elisabeth J. Malone, Jennifer A. Kurth, Kathleen N. Zimmerman Abstract: Beyond Behavior, Ahead of Print. While noncompliance is a concerning challenging behavior and commonly reported by educators, its measurement is likely to be invalid and inaccurate given the subjectivity of the operational definition. Engagement is offered as a more valid, accurate measurement that may provide data regarding the amount of instruction accessed by the student. In this article, we outline limitations of noncompliance measurement and provide resources for educators to measure and support varying forms of engagement to improve student outcomes. Citation: Beyond Behavior PubDate: 2024-05-24T12:26:24Z DOI: 10.1177/10742956241253038
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Authors:Olivia R. Hester, Kristine Jolivette, Nicole C. Swoszowski Abstract: Beyond Behavior, Ahead of Print. Check-in/check-out (CICO) is an evidence-based practice for addressing the behavioral needs of students with and without disabilities from kindergarten through the 12th grade. The CICO intervention is easily adapted to address other areas of need, beyond behavior, including academics and social integration, making CICO appealing for all school grade levels and differing student needs. Recently, transition skills have been targeted and integrated into CICO for adolescents with disabilities. Building from the transition-focused applications of CICO, adaptations and intensifications specific to high school aged students with emotional and behavioral disorders related to transition-readiness skills of self-monitoring, social skills, and vocational training are provided. Citation: Beyond Behavior PubDate: 2024-05-23T05:41:07Z DOI: 10.1177/10742956241252343
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Authors:Joseph B. Ryan, Paul Mooney Abstract: Beyond Behavior, Ahead of Print.
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Authors:Guofeng Shen, Tracy Gershwin Abstract: Beyond Behavior, Ahead of Print. Functional communication training (FCT) is an evidence-based practice that can be applied across multiple populations of students. Despite extensive research support for FCT, its use can be impractical or ineffective if utilized with students who are from culturally, linguistically, and economically diverse backgrounds. That is because cultural implications are not considered through all intervention stages. In this article, we present culturally responsive strategies across each FCT step with the intent to improve the implementation of FCT in schools and behavior of students with disabilities who can benefit from this intervention. Citation: Beyond Behavior PubDate: 2024-01-31T09:04:56Z DOI: 10.1177/10742956241227164
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Authors:Debra McKeown, Michael R. Williams Abstract: Beyond Behavior, Ahead of Print. Preservice teacher candidates acquire and develop numerous competencies in their teaching programs, including how to teach writing. Effective writing instruction is critical across all ages and content areas, especially when working with students with and at risk of emotional and behavioral disorders, making it an important aspect of teacher preparation. This article outlines what preservice teachers should know about writing instruction at the conclusion of their program, including resources and ideas for advocating for professional development. Citation: Beyond Behavior PubDate: 2024-01-31T09:02:55Z DOI: 10.1177/10742956231225460
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Authors:Christina M. Gushanas, S. D. Smith Abstract: Beyond Behavior, Ahead of Print. Most students with emotional and behavioral disorders (EBD) have challenging classroom behaviors and poor postschool outcomes. Self-determination promotes positive classroom behavior and successful postschool outcomes. By incorporating choice-making, an element of self-determination, teachers across grade levels can address behavioral issues and promote positive postschool outcomes for students with EBD. This article provides guidance on how to incorporate choice-making for students with EBD. Citation: Beyond Behavior PubDate: 2023-10-12T05:46:26Z DOI: 10.1177/10742956231201658
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