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“I’m Not a Writing Teacher!”: Practice-Based Professional Development to Support Writing Instruction for General and Special Educators Beyond Behavior Pub Date : 2024-02-13 Julie Kate Owens
Given the writing struggles of students with and at risk for emotional and behavioral disorders (EBD) served in general and special education classrooms, it is imperative that teachers provide effective writing instruction. One way to learn effective writing skills is through writing instruction through practice-based professional development that scaffolds instructional methods to teach evidence-based
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Always Consider Culture: Incorporating Cultural Responsiveness into Functional Communication Training Beyond Behavior Pub Date : 2024-01-31 Guofeng Shen, Tracy Gershwin
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
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Essentials of Writing Pedagogy for Preservice Teachers With Considerations for Those Teaching Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2024-01-31 Debra McKeown, Michael R. Williams
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
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Early Bird Gets the Worm: The Use of the Self-Directed IEP at the Middle School Level for Students with EBD Beyond Behavior Pub Date : 2023-04-20 Kinga Balint-Langel, Leonard Troughton, Ryan Nation, Afzal Qureshi
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 ...
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Strategies for Implementing Planned Ignoring in the Elementary Classroom Beyond Behavior Pub Date : 2023-04-13 Jasmine Justus, Brittany Hott, Sarah Heiniger
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 i...
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Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2023-04-09 Robbie J. Marsh, Heather M. Baltadano-Van Ness, Sarup R. Mathur
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 ...
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There’s a Time and Place for Timeout Beyond Behavior Pub Date : 2023-04-04 Davida J. Rogers, Karan S. Bundrick, Joseph B. Ryan, Love Afram
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 ...
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Functional Communication Training: A Comprehensive Approach to Success for Educators Beyond Behavior Pub Date : 2023-04-04 Erica B. McClure, Jonathan L. Burt
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 f...
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Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills Beyond Behavior Pub Date : 2023-01-19 Elizabeth Michael, Pamela Bailey, Gregory J. Benner, Sara Sanders
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,...
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What About Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom Beyond Behavior Pub Date : 2023-01-12 Erica O. Lee, Heather M. Lacey, Sarah Van Valkenburg, Ellen McGinnis, Brenda J. Huber, Gregory J. Benner, Lisa A. Strycker
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 C...
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Aiming High: Applying Goal Setting to Social and Emotional Learning Skills in the Elementary Classroom Beyond Behavior Pub Date : 2023-01-02 Sara Sanders, Lauren Hart Rollins, Aundrea McFall
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 artic...
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How Mindfulness Strategies Can Support Social and Emotional Learning Skill Development for Elementary Grade Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2022-12-27 Erica O. Lee, Lauren E. Anson, Katie V. Tindol, Vincent Chirimwami
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 en...
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Working Together: Leveraging Teacher Study Groups to Improve Social and Emotional Learning in the Classroom Beyond Behavior Pub Date : 2022-12-27 Gregory J. Benner, Marcia L. Rock, Lisa A. Strycker, Erica O. Lee, Pamela Bailey, Ashley S. Virgin
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 student...
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Assessment for Effective Screening and Progress Monitoring of Social and Emotional Learning Skills Beyond Behavior Pub Date : 2022-12-21 Marissa J. Filderman, Clark McKown, Pamela Bailey, Gregory J. Benner, Keith Smolkowski
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. Monito...
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Supporting Middle School Student Behavior Change Through Motivational Interviewing Beyond Behavior Pub Date : 2022-09-24 Jenna A. Gersib
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...
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Prevention Is the Best Intervention: Proactive Strategies for Supporting Students Who Engage in Escalated Behaviors Beyond Behavior Pub Date : 2022-07-27 Jason Robinson, Kristin Duncan, Dina London, Tracy Gershwin, Laura Trapp, Guofeng Shen
Strategies for preventing the escalation of problematic student behavior in inclusive school settings are detailed. These strategies include utilizing proactive behavioral interventions, implementi...
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Remote Learning Strategies for Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2022-07-22 Sarah N. Heinz, Natalie R. Andzik
There is a growing concern among teachers and parents regarding how best to teach children with emotional and behavioral disorders (EBD) in a remote learning format. Students with EBD may have spec...
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Intentional Collaboration With Speech-Language Pathologists to Support Language Outcomes of Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2022-07-21 Jason C. Chow, Ashley Morse, Reed Senter
This article argues for intentional collaboration between teachers of students with emotional and behavioral disorders and speech-language pathologists. After providing a rationale, we detail how s...
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Supporting Teachers in Supporting At-risk Student Behavioral Development Beyond Behavior Pub Date : 2022-07-20 Joseph B. Ryan, Paul Mooney
Special educators who work with students with emotional and behavioral disorders (EBD) need to feel confident in their ability to deal with a wide variety of challenging behaviors. For more than three decades Beyond Behavior has proven to be a valuable resource for special educators of all experience levels by publishing high-quality articles that describe research-informed behavioral interventions
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Classroom Reinforcement Systems: Using Token Economies to Foster Independence Beyond Behavior Pub Date : 2022-07-14 Sarah N. Heiniger, Kimberly A. Tucker, Brittany L. Hott, Kathleen M. Randolph
Token economies are a helpful, research-based tool for behavior intervention. However, the design and implementation process can be overwhelming. To address common challenges with token economy imp...
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Including Student Input as a Critical Component of Functional Behavior Assessment Beyond Behavior Pub Date : 2022-07-01 Holly N. Johnson, Megan E. Carpenter
The primary purpose of conducting a structured interview as part of a functional behavior assessment (FBA) is to assist teams in generating a hypothesis about the reason for a student’s problem beh...
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Self-Monitoring With Secondary Students: Using a Smartphone App to Increase Attention to Task Beyond Behavior Pub Date : 2022-04-19 Kathleen B. Cook, Kristin L. Sayeski
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 wit...
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Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2022-02-28 Katherine V. Pettrey, Renee E. Lastrapes, Paul Mooney
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 fosterin...
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How to Structure and Intensify Mathematics Intervention Beyond Behavior Pub Date : 2022-02-08 Sarah R. Powell, Sarah A. Benz, Erica N. Mason, Erica S. Lembke
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 ...
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Research-Based Strategies to Improve Math Instruction for Teachers and Outcomes for Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2022-01-29 Paul Mooney,Joseph B. Ryan
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Use of the Concrete–Representational–Abstract Instructional Sequence to Improve Mathematical Outcomes for Elementary Students With EBD Beyond Behavior Pub Date : 2022-01-29 Margaret M. Flores, PhD, BCBA-D, Vanessa M. Hinton, PhD
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
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Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD Beyond Behavior Pub Date : 2022-01-29 Paul J. Riccomini, Bradley S. Witzel, Divya S. Deshpande
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
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How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies Beyond Behavior Pub Date : 2022-01-27 Stephanie Morano, Susan Aigotti
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
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Strategies to Help Students Solve Addition and Subtraction Word Problems Beyond Behavior Pub Date : 2022-01-26 Corey Peltier, Amanda M. VanDerHeyden, Brittany L. Hott
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
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Meeting the Needs of Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2021-08-22 Joseph B. Ryan, Paul Mooney
We are grateful for the authors who contributed to Volume 30, Issue 3 of Beyond Behavior and are confident that the information shared by these 16 scholars will help novice and expert educators alike in addressing critical issues, including dealing with adversity and managing verbal aggression. Our first article, by Shanon S. Taylor, tackles the complexities of providing trauma-informed care within
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Providing More and Better Practice Opportunities Within the Instructional Programs of Students with Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2021-07-08 Paul Mooney, Joseph B. Ryan
In this issue we are pleased to focus attention on how educators can increase practice opportunities for students with emotional and behavioral disorders (EBD). We thank Drs. Jonté Taylor, Andrew Markelz, and Benjamin Riden for proposing the idea for a special series on the topic of improving practice opportunities and for recruiting authors whose scholarship spans a wide range of targets to help teachers
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An Adaptation of Multitiered Systems of Professional Development to Support Teacher Implementation of Tier 2 Behavioral Supports Beyond Behavior Pub Date : 2021-07-03 Mark D. Samudre, Jonathan L. Burt, Lauren M. LeJeune
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
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Peer Prompting and Reinforcement for Supporting Positive Behavioral Development in Students With EBD Beyond Behavior Pub Date : 2021-06-26 Jing Wang, Daniel M. Maggin, Kary Zarate
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
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Using Guided Practice for Students With EBD Within Explicit Instruction Beyond Behavior Pub Date : 2021-06-24 Jared R. Morris, Douglas D. Dexter, William Hunter
Guided practice within explicit instruction has been shown to be an effective method for teaching academic and behavioral skills to students with emotional and behavioral disorders (EBD). The support provided through guided practice allows students to acquire new skills confidently and successfully. This article provides practitioners of students with and at risk for EBD steps for incorporating guided
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Using the Self-Advocacy Strategy to Support Middle School Students With EBD Beyond Behavior Pub Date : 2021-06-24 Kinga Balint-Langel, Benjamin S. Riden
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
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Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings Beyond Behavior Pub Date : 2021-06-24 Sara C. McDaniel, Daniel Cohen, Tamika LaSalle, Rhonda Nese
Educational inequities leading to deleterious outcomes and related to discipline continue within racially and ethnically diverse schools for a myriad of reasons. Districts and schools require deliberate planning and systems change prioritized by educational administrators to address both interpersonal and structural racism and biases. This article outlines a blueprint that leverages the positive behavioral
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Supporting Students With Disabilities With Positive Behavioral Interventions and Supports in the Classroom: Lessons Learned From Research and Practice Beyond Behavior Pub Date : 2021-06-21 Katherine Meyer, Sandra Sears, Robert Putnam, Crystal Phelan, Alicia Burnett, Susannah Warden, Brandi Simonsen
Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?—without support, students with disabilities experience poor outcomes—and (b) How do you
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Trauma-Informed Care in Schools: A Necessity in the Time of COVID-19 Beyond Behavior Pub Date : 2021-06-19 Shanon S. Taylor
With students having experienced dramatic changes to their lives and perhaps personally experiencing serious illness and death within their immediate or extended families due to the COVID-19 pandemic, schools may have to examine how to broadly implement the use of trauma-informed care in schools. This article examines why experiences related to the pandemic are considered traumas and what supportive
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Stop Banging Your Head: Changing Self-Injurious Behavior Into Communication Beyond Behavior Pub Date : 2021-06-19 Cori M. More, Jennifer Buchter, Conrad Oh-Young
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.
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Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2021-06-18 Michele L. Moohr, Kinga Balint-Langel, Jonté C. Taylor, Karen L. Rizzo
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
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Practice Strategies and Considerations to Promote Maintenance and Generalization Beyond Behavior Pub Date : 2021-06-18 Jonté C. Taylor, Benjamin S. Riden
Performing newly acquired skills over time (i.e., maintenance) and across settings and stimuli (i.e., generalization) is central to what students need to accomplish in preparation for life beyond the classroom. Students, including those with emotional and behavioral disorders (EBD), need opportunities to practice for the purposes of maintaining and generalizing skills. With practice, students develop
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Social Skills Practice Strategy Opportunities for Students With EBD Beyond Behavior Pub Date : 2021-06-17 Skip Kumm, Jacob Reeder, Erin Farrell
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
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Conducting Meaningful Transition Interviews to Benefit Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2021-06-17 Kristopher Hawk Yeager
Students with emotional and behavioral disorders (EBD) benefit from person-centered transition planning. However, there are few practical guidelines for conducting individualized transition assessments that include interviews with this population. This article describes multiple strategies that special educators can implement to conduct interviews, develop rapport, and encourage students with EBD to
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Students With Emotional and Behavioral Disorders and Verbal Aggression: Why School Professionals Should Care and What They Can Do Beyond Behavior Pub Date : 2021-06-17 Megan R. Worth, Stephen W. Smith, Daniel V. Poling
Verbal aggression (VA) is the most prevalent form of aggression perpetrated, experienced, and witnessed by students with victims experiencing a variety of adverse outcomes. Furthermore, VA is known to contribute to physical aggression, especially for students with emotional and behavioral disorders. Despite the high prevalence, researchers suggest that school personnel may not understand the harmful
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Book Review: ABA Visualized: A Visual Guidebook for Parents and Teachers Beyond Behavior Pub Date : 2021-06-16 Luke Santamaria
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
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Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom Beyond Behavior Pub Date : 2021-06-16 Tia N. Barnes, Christina Cipriano, Yu Xia
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
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Effective Strategies for Students with Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2021-04-15 Paul Mooney, Joseph B. Ryan
Students with emotional and behavioral disorders (EBD) experience a combination of academic and social-emotional-behavioral deficits in comparison to their peers. This is why focusing on comprehensive support programs for students with EBD is a logical approach for school-based professionals who work with this population. This first issue of Beyond Behavior’s 30th volume encompasses six articles that
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CCBD’s Position Summary on the Use of Physical Restraint Procedures in Educational Settings Beyond Behavior Pub Date : 2021-04-15 Council for Children with Behavioral Disorders
This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint procedures in educational settings. It includes (a) an introduction with definitions of terminology; (b) a discussion of the problems with the use of physical restraint, policy on this topic, and the lack of research; (c) a Declaration of Principles; and
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A Collaborative Approach to Paraeducator Training Beyond Behavior Pub Date : 2021-03-17 Sarah N. Douglas, Denise J. Uitto
Many schools struggle to provide appropriate training for paraeducators to ensure the necessary knowledge and skills required to support students with challenging behaviors. This article provides a collaborative approach to paraeducator training. Included is a description of a four-step strategy to clarify paraeducator responsibilities and define training needs, create training plans that align with
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Intensifying Goal-Setting Interventions for Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2021-03-16 Skip Kumm, Daniel Maggin
Goal setting is a research-informed intervention that has demonstrated improved behavioral outcomes for students with emotional and behavioral disorders. However, not all students will respond to goal-setting interventions delivered in a standard format, requiring planning, implementation, and ongoing evaluation of more intensive goal-setting formats. This article describes how teachers can implement
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Ten Common Misses in PBIS Implementation Beyond Behavior Pub Date : 2021-03-14 Ashli D. Tyre, Laura L. Feuerborn
The success of positive behavioral interventions and supports (PBIS) frameworks relies upon educators supporting and implementing PBIS plans. However, common staff-level perceptions exist that may interfere with successful implementation, which we refer to as misses. In this article, three types of misses representing common sets of staff concerns for PBIS implementation are discussed: misunderstandings
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Cooperative Learning Strategies for Building Relationship Skills in Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2021-03-12 Sanikan Wattanawongwan, S. D. Smith, Kimberly J. Vannest
Cooperative group activities in classrooms provide an opportunity for children to learn and demonstrate relationship skills, particularly when clear expectations and explicit instruction are provided. Relationship skills are one of the five competency areas of social and emotional learning. This article provides directions and illustrations for using cooperative group activities to improve the relationship
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Using Positive Behavioral Interventions and Supports to Address Suspension Concerns Beyond Behavior Pub Date : 2020-11-05 Joseph B. Ryan, Paul Mooney
As 2020 volume year for Beyond Behavior comes to a close, we are grateful for the herculean efforts of special educators across the nation to ensure that students with disabilities continue to receive a quality education despite the myriad personal and professional challenges brought on by the current pandemic. We are also thankful that leading special education experts continue to share their scholarship
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Using Positive Behavioral Interventions and Supports to Reduce School Suspensions Beyond Behavior Pub Date : 2020-08-25 Nicholas A. Gage, Lydia Beahm, Rachel Kaplan, Ashley S. MacSuga-Gage, Ahhyun Lee
The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and out-of-school suspensions. This article describes concerns
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Using Electronic Active Student Responding for Students With EBD Beyond Behavior Pub Date : 2020-08-17 Benjamin S. Riden, Jonté C. Taylor, Theoni Mantzoros
Teachers of students with emotional and behavioral disorders often struggle with increasing student participation while maintaining a positive classroom environment. Active student responding (ASR) occurs when a student says, writes, or engages in some observable response following a question. This article identifies and describes three electronic approaches to ASR and provides teachers with tips for
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Positive Reinforcement in Schools: Logic and Application Beyond Behavior Pub Date : 2020-07-11 Terrance M. Scott, Timothy J. Landrum
Special thanks go to the Editors of Beyond Behavior for allowing us to guest edit this special issue focused on the effective use of positive reinforcement for students with emotional and behavioral disorders (EBD). Having both taught in self-contained classrooms for students with EBD, we are acutely aware of the power and necessity of positive feedback with students whose histories are rife with failure
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A Commentary on the Special Issue: Promoting Use of Positive Reinforcement in Schools Beyond Behavior Pub Date : 2020-07-11 C. Michael Nelson, James M. Kauffman
In this commentary on the Beyond Behavior special issue: In Support of Positive Reinforcement, the authors ask the question of why myths and misinformation related to positive reinforcement exist. They assert that the principle of negative reinforcement may be one reason. The authors also exhort educators to use the science of behavior analysis as a means to increase the use of positive reinforcement
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Using and Intensifying Video Modeling for Students With Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2020-05-25 Kary Zarate, Daniel M. Maggin
Video modeling (VM) is a powerful and effective tool to support skill acquisition and generalization for students with and without emotional and behavioral disorders (EBD). Video models can include adults, peers, and the very students at which skill development is directed. This article provides a definition of VM and descriptions of its varying formats, an overview of VM’s positive evidence base,
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An Evidence-Based Logic for the Use of Positive Reinforcement: Responses to Typical Criticisms Beyond Behavior Pub Date : 2020-05-17 Terrance M. Scott, Timothy J. Landrum
In this article, we provide both a critical analysis of and logical response to a set of the most typical school-based objections to the effective use of positive reinforcement. For example, one objection is that positive reinforcement amounts to bribery. Practitioners are provided with clear and concise arguments refuting each objection and data-informed rationales supporting the school-based use
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Using Teacher Praise With Middle and High School Students Beyond Behavior Pub Date : 2020-05-15 Todd Haydon, Shobana Musti-Rao, Alana Kennedy, Meredith Murphy, William Hunter, Jason Boone
Teacher praise is an evidence-based strategy shown to increase appropriate prosocial behavior and decrease disruptive behavior, particularly with elementary school age students. In this article, we provide direction and recommendations for using positive feedback with middle and high school students. A review of the research literature, guidelines for implementation, and online resources are presented