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Effective Reading Instructional Practices for Students With Emotional and Behavioral Disorders 情绪和行为障碍学生的有效阅读教学实践
IF 0.6
Beyond Behavior Pub Date : 2020-03-05 DOI: 10.1177/1074295620906896
P. Mooney, Joseph B. Ryan
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引用次数: 0
Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD 管理者的角色:为特殊教育者提供学习和制定有效阅读练习的机会
IF 0.6
Beyond Behavior Pub Date : 2020-02-10 DOI: 10.1177/1074295620904024
Elizabeth F. Bettini, Michelle M. Cumming, Nelson C. Brunsting, J. McKenna, Caitlin Cooper Schneider, Rebecca L Muller, David J. Peyton
{"title":"Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD","authors":"Elizabeth F. Bettini, Michelle M. Cumming, Nelson C. Brunsting, J. McKenna, Caitlin Cooper Schneider, Rebecca L Muller, David J. Peyton","doi":"10.1177/1074295620904024","DOIUrl":"https://doi.org/10.1177/1074295620904024","url":null,"abstract":"Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"52 - 61"},"PeriodicalIF":0.6,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620904024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43621580","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: 8
Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving 从学生错误中挖掘指导:数学解题的错误分析
IF 0.6
Beyond Behavior Pub Date : 2020-02-01 DOI: 10.1177/1074295620903050
Corey Peltier, Tiffany K. Peltier
{"title":"Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving","authors":"Corey Peltier, Tiffany K. Peltier","doi":"10.1177/1074295620903050","DOIUrl":"https://doi.org/10.1177/1074295620903050","url":null,"abstract":"The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"141 - 151"},"PeriodicalIF":0.6,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620903050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48994230","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
Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback 承认学生行为:促进积极和建设性反馈的方法综述
IF 0.6
Beyond Behavior Pub Date : 2020-02-01 DOI: 10.1177/1074295620902474
Todd Whitney, Kera B. Ackerman
{"title":"Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback","authors":"Todd Whitney, Kera B. Ackerman","doi":"10.1177/1074295620902474","DOIUrl":"https://doi.org/10.1177/1074295620902474","url":null,"abstract":"Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on the reinforcement of students with emotional and behavioral disorders.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"86 - 94"},"PeriodicalIF":0.6,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620902474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42885334","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: 4
Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration 强化注意力缺陷/多动障碍学生的阅读教学：支持课堂教学和家校合作的实践
IF 0.6
Beyond Behavior Pub Date : 2020-01-29 DOI: 10.1177/1074295620902471
Garrett J. Roberts, G. Miller, Gavin W. Watts, D. Malala, Brigette Amidon, P. Strain
{"title":"Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration","authors":"Garrett J. Roberts, G. Miller, Gavin W. Watts, D. Malala, Brigette Amidon, P. Strain","doi":"10.1177/1074295620902471","DOIUrl":"https://doi.org/10.1177/1074295620902471","url":null,"abstract":"Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"42 - 51"},"PeriodicalIF":0.6,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620902471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45372662","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
Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension 中学生情绪和行为障碍的阅读教学：以理解为中心
IF 0.6
Beyond Behavior Pub Date : 2020-01-27 DOI: 10.1177/1074295619900379
J. McKenna, J. Garwood, Robai Werunga
{"title":"Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension","authors":"J. McKenna, J. Garwood, Robai Werunga","doi":"10.1177/1074295619900379","DOIUrl":"https://doi.org/10.1177/1074295619900379","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of comprehension into effective reading instruction.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"18 - 30"},"PeriodicalIF":0.6,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619900379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43069339","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: 3
Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior 为具有挑战行为的学生提供基于函数的行为方法的强化基础
IF 0.6
Beyond Behavior Pub Date : 2020-01-25 DOI: 10.1177/1074295620902444
G. Sugai, Brandi Simonsen
{"title":"Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior","authors":"G. Sugai, Brandi Simonsen","doi":"10.1177/1074295620902444","DOIUrl":"https://doi.org/10.1177/1074295620902444","url":null,"abstract":"This article provides an overview of how reinforcement serves as the foundation for a function-based approach to support students with challenging behavior. Understanding reinforcement is essential when providing function-based support for students with challenging behavior. Reinforcement “strengthens” behavior, increasing the probability that similar behaviors occur again. By understanding and using reinforcement accurately, educators conduct efficient functional behavioral assessments; develop and implement positive, aligned, and individualized behavior support plans; and avoid misrules and misconceptions about reinforcement.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"78 - 85"},"PeriodicalIF":0.6,"publicationDate":"2020-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620902444","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41554299","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: 3
Effectively Integrating Direct Instruction and Discrete Trial Training Across Routines, Activities, and Environments 有效整合日常、活动和环境中的直接指导和离散试验培训
IF 0.6
Beyond Behavior Pub Date : 2020-01-24 DOI: 10.1177/1074295620901526
M. Mitsch, Samantha Riggleman
{"title":"Effectively Integrating Direct Instruction and Discrete Trial Training Across Routines, Activities, and Environments","authors":"M. Mitsch, Samantha Riggleman","doi":"10.1177/1074295620901526","DOIUrl":"https://doi.org/10.1177/1074295620901526","url":null,"abstract":"With young children, there is often an instructional focus on naturalistic interactions between the child and environment. In special education, there are times when direct instruction (di) and discrete trial training (DTT) are both needed, requiring a balance of explicit DTT and child-initiated instruction. This article discusses what individually and developmentally appropriate di and DTT practice and real-life examples look and sound like, and explains how to embed them across routines, activities, and environments.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"152 - 161"},"PeriodicalIF":0.6,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620901526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49415590","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
Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders 情绪和行为障碍儿童的嵌入式行为支持早期阅读教学
IF 0.6
Beyond Behavior Pub Date : 2020-01-19 DOI: 10.1177/1074295619900380
J. Garwood, J. McKenna, Stephen Ciullo
{"title":"Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders","authors":"J. Garwood, J. McKenna, Stephen Ciullo","doi":"10.1177/1074295619900380","DOIUrl":"https://doi.org/10.1177/1074295619900380","url":null,"abstract":"Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"17 - 6"},"PeriodicalIF":0.6,"publicationDate":"2020-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619900380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44283782","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: 3
Providing Useful Progress Monitoring of Behavior Plans and Programs That Address Practitioner Concerns in Classrooms 提供有用的行为计划和程序的进度监控，以解决练习者在课堂上的担忧
IF 0.6
Beyond Behavior Pub Date : 2019-10-23 DOI: 10.1177/1074295619873891
Joseph B. Ryan, P. Mooney
{"title":"Providing Useful Progress Monitoring of Behavior Plans and Programs That Address Practitioner Concerns in Classrooms","authors":"Joseph B. Ryan, P. Mooney","doi":"10.1177/1074295619873891","DOIUrl":"https://doi.org/10.1177/1074295619873891","url":null,"abstract":"","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"28 1","pages":"123 - 123"},"PeriodicalIF":0.6,"publicationDate":"2019-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295619873891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46922788","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
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