Beyond Behavior最新文献

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Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD 结合视觉表征和强大的记忆策略与同伴中介策略提高EBD学生的数学成绩
IF 0.6
Beyond Behavior Pub Date : 2022-01-29 DOI: 10.1177/10742956211072555
P. Riccomini, Bradley Witzel, Divya S. Deshpande
{"title":"Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD","authors":"P. Riccomini, Bradley Witzel, Divya S. Deshpande","doi":"10.1177/10742956211072555","DOIUrl":"https://doi.org/10.1177/10742956211072555","url":null,"abstract":"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.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"42 - 52"},"PeriodicalIF":0.6,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research-Based Strategies to Improve Math Instruction for Teachers and Outcomes for Students With Emotional and Behavioral Disorders 以研究为基础的策略改善教师的数学教学及对有情绪及行为障碍学生的效果
IF 0.6
Beyond Behavior Pub Date : 2022-01-29 DOI: 10.1177/10742956211072840
P. Mooney, Joseph B. Ryan
{"title":"Research-Based Strategies to Improve Math Instruction for Teachers and Outcomes for Students With Emotional and Behavioral Disorders","authors":"P. Mooney, Joseph B. Ryan","doi":"10.1177/10742956211072840","DOIUrl":"https://doi.org/10.1177/10742956211072840","url":null,"abstract":"Practitioner journals like Beyond Behavior play a critical role in translating research to practice for teaching professionals (Hott et al., 2018; Lastrapes & Mooney, 2021). Informing educators of researchor evidence-based academic, behavioral, and social-emotional practices is particularly important within the field of emotional and behavioral disorders (EBD), given the poor outcomes of these students and the high turnover of professionals within the field. Using instructional practices that are supported by scientific rigor is viewed as legally, ethically, meaningfully, and logically a better choice to meet the educational needs of this population than use of nontested practices (Cook & Farley, 2019). In this first issue of Volume 31, an exceptional group of educational researchers highlight research-based practices that have a great likelihood of improving math teaching and learning for students with EBD. Before we preview the six articles that are included in this issue, we provide a two-part rationale for targeting math instruction for students with EBD. First, as indicated in each of the articles, the math achievement of students with EBD lags behind that of peers without disabilities as well as other students with disabilities. In 2004, Reid and colleagues compared achievement samples of students with EBD to students without EBD and reported that math outcomes were significantly lower for students with EBD. Epstein et al. (2005) characterized the delays as evident across age ranges, stable, and of a magnitude between one and two grade levels behind their peers. These findings necessitate direct efforts to address math underachievement in students with EBD. The co-existence of behavioral and math disabilities may make it more difficult for students to respond to intervention than students with either math or behavioral struggles, particularly for students with externalizing behaviors (Benz & Powell, 2021). These data make clear the understanding that high-quality mathematics intervention must simultaneously be employed with high-quality positive behavioral interventions and supports for students with EBD. Moreover, teacher quality in providing high-quality behavioral interventions and supports has been shown to correlate with student motivation to learn math and their math achievement (van Dijk et al., 2019). All of these findings necessitate direct efforts to address math underachievement in students with EBD. Second, and accepting the findings of Benz and Powell (2021), there is reason to be optimistic about the notion that implementing research-based math interventions can positively impact outcomes of students with EBD. Systematic reviews of teacher-, peer-, and student-directed intervention research in math for students with EBD have shown that direct intervention often results in student achievement gains (Dunn et al., 2017; Peltier et al., 2020, 2021). Across three reviews, the following practitioneroriented implications were offered","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"3 - 4"},"PeriodicalIF":0.6,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41994995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Use of the Concrete–Representational–Abstract Instructional Sequence to Improve Mathematical Outcomes for Elementary Students With EBD 运用具体-表征-抽象教学序列提高小学生EBD数学成绩
IF 0.6
Beyond Behavior Pub Date : 2022-01-29 DOI: 10.1177/10742956211072421
Margaret M. Flores, PhD, BCBA-D, Vanessa M. Hinton, PhD
{"title":"Use of the Concrete–Representational–Abstract Instructional Sequence to Improve Mathematical Outcomes for Elementary Students With EBD","authors":"Margaret M. Flores, PhD, BCBA-D, Vanessa M. Hinton, PhD","doi":"10.1177/10742956211072421","DOIUrl":"https://doi.org/10.1177/10742956211072421","url":null,"abstract":"<p>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.</p>","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"79 7","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies 如何使用互补的独立练习策略同时建立陈述性和程序性流利性
IF 0.6
Beyond Behavior Pub Date : 2022-01-27 DOI: 10.1177/10742956211072259
Stephanie Morano, Susan M. Aigotti
{"title":"How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies","authors":"Stephanie Morano, Susan M. Aigotti","doi":"10.1177/10742956211072259","DOIUrl":"https://doi.org/10.1177/10742956211072259","url":null,"abstract":"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.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"31 1","pages":"53 - 64"},"PeriodicalIF":0.6,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42442373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Meeting the Needs of Students With Emotional and Behavioral Disorders 满足情绪和行为障碍学生的需求
IF 0.6
Beyond Behavior Pub Date : 2021-08-22 DOI: 10.1177/10742956211040531
Joseph B. Ryan, P. Mooney
{"title":"Meeting the Needs of Students With Emotional and Behavioral Disorders","authors":"Joseph B. Ryan, P. Mooney","doi":"10.1177/10742956211040531","DOIUrl":"https://doi.org/10.1177/10742956211040531","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"123 - 123"},"PeriodicalIF":0.6,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42266896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Providing More and Better Practice Opportunities Within the Instructional Programs of Students with Emotional and Behavioral Disorders 在情绪和行为障碍学生的教学计划中提供更多更好的实践机会
IF 0.6
Beyond Behavior Pub Date : 2021-08-01 DOI: 10.1177/10742956211029605
P. Mooney, Joseph B. Ryan
{"title":"Providing More and Better Practice Opportunities Within the Instructional Programs of Students with Emotional and Behavioral Disorders","authors":"P. Mooney, Joseph B. Ryan","doi":"10.1177/10742956211029605","DOIUrl":"https://doi.org/10.1177/10742956211029605","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"63 - 63"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211029605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48118217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders 实践学术独立:情绪与行为障碍学生的自我调节策略
IF 0.6
Beyond Behavior Pub Date : 2021-08-01 DOI: 10.1177/10742956211020666
Michele L. Moohr, Kinga Balint-Langel, Jonte' C. Taylor, Karen L. Rizzo
{"title":"Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders","authors":"Michele L. Moohr, Kinga Balint-Langel, Jonte' C. Taylor, Karen L. Rizzo","doi":"10.1177/10742956211020666","DOIUrl":"https://doi.org/10.1177/10742956211020666","url":null,"abstract":"The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"85 - 96"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211020666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48895445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Social Skills Practice Strategy Opportunities for Students With EBD EBD学生的社会技能练习策略和机会
IF 0.6
Beyond Behavior Pub Date : 2021-08-01 DOI: 10.1177/10742956211020832
Skip Kumm, Jacob Reeder, E. Farrell
{"title":"Social Skills Practice Strategy Opportunities for Students With EBD","authors":"Skip Kumm, Jacob Reeder, E. Farrell","doi":"10.1177/10742956211020832","DOIUrl":"https://doi.org/10.1177/10742956211020832","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"42 10","pages":"97 - 106"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211020832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41262315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
ABA Visualized: A Visual Guidebook for Parents and Teachers ABA可视化:家长和教师的可视化指南
IF 0.6
Beyond Behavior Pub Date : 2021-08-01 DOI: 10.1177/10742956211021377
Luke Santamaria
{"title":"ABA Visualized: A Visual Guidebook for Parents and Teachers","authors":"Luke Santamaria","doi":"10.1177/10742956211021377","DOIUrl":"https://doi.org/10.1177/10742956211021377","url":null,"abstract":"This professional resource review examines how van Diepen and van Diepen’s ABA Visualized: A Visual Guidebook for Parents and Teachers (2019) serves as a useful resource for parents and practitioners in managing the behavior issues of children with disabilities, including those with emotional and behavioral disorders. Information about applied behavior analysis (ABA) and the presentation of ABA strategies are appraised.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"116 - 118"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211021377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48921012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom 在独立教室中培养有效的教师-辅助专业人员协作
IF 0.6
Beyond Behavior Pub Date : 2021-08-01 DOI: 10.1177/10742956211021858
T. Barnes, Christina Cipriano, Yu Xia
{"title":"Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom","authors":"T. Barnes, Christina Cipriano, Yu Xia","doi":"10.1177/10742956211021858","DOIUrl":"https://doi.org/10.1177/10742956211021858","url":null,"abstract":"Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"30 1","pages":"107 - 115"},"PeriodicalIF":0.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10742956211021858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42702070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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