Tailoring Effective Behavior Management Strategies for Speech-Language Pathologists

2020 ◽  
pp. 1-13
Author(s):  
Jason C. Chow ◽  
Kathleen N. Zimmerman ◽  
Reed Senter
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Evidence Based ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Activity Schedules ◽  
Visual Activity ◽  
Behavior Specific Praise ◽  
And Behavior ◽  
Effective Behavior

Purpose Many speech-language pathologists (SLPs) experience challenging behaviors during service delivery and also report minimal training in effective behavior management strategies. The purpose of this tutorial is to present low-effort behavior management strategies that SLPs can adopt, adapt, and implement. Method After providing an overall rationale for effective behavior management strategies, we present two evidence-based behavior management strategies aimed at improving positive behavior and engagement. We provide descriptions, steps, and applied examples for implementing visual activity schedules and behavior-specific praise. We include three implementation scenarios and resources for SLPs to access specifically tailored to speech-language pathology practice. Conclusions Visual activity schedules and behavior-specific praise are two flexible behavior management strategies that can be collaboratively created by SLPs and educators and implemented during a variety of instructional arrangements during speech and language therapy. Implementing evidence-based behavior management strategies may improve students' engagement and achievement in speech and language-focused outcomes.

Evidence-Based Behavior Management Strategies for Students With or At Risk of EBD: A Mega Review of the Literature

2021 ◽  
pp. 074193252110479
Author(s):  
Benjamin S. Riden ◽  
Skip Kumm ◽  
Daniel M. Maggin
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Future Research ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Evidence Based Practices ◽  
Management Interventions ◽  
Meta Analyses ◽  
And Behavior

Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with emotional and behavioral disorders (EBDs) and (b) summarize practices which can be deemed evidence-based. We identified 50 meta-analytic or systematic reviews, encompassing 20 interventions implemented solely or in part with students with EBD. In total, our review identified eight interventions classified as EBPs for supporting students labeled with EBD in the meta-analytic literature. Implications for future research are presented.

LD Consultant Information in Mainstreaming: Help Or Hindrance?

1984 ◽  
Vol 7 (1) ◽  
pp. 102-107 ◽  
Author(s):  
Stephen P. Safran ◽  
Robert S. Barcikowski
Keyword(s):  
Reading Achievement ◽  
Learning Style ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Teacher Expectations ◽  
Management Strategies ◽  
And Behavior ◽  
The Impact ◽  
Instruction Effects

The purpose of this study was to assess the impact of information commonly disseminated by consultants on teacher expectations for mainstreamed LD students. After receiving varying combinations of positive and negative communications in the areas of reading achievement, classroom behavior and learning style, subjects completed the Regular Educator Expectancy Scale-Revised — an instrument developed to measure four areas of mainstreaming (Instruction, Effects on Others, Effects on the Child, and Behavior Management Strategies). Results indicated that teachers were differentially influenced according to the type of information received. Implications for the LD consultant are discussed.

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

2020 ◽  
Vol 29 (2) ◽  
pp. 119-128
Author(s):  
Jessica N. Simpson ◽  
Stephanie Hopkins ◽  
Christopher D. Eakle ◽  
Chad A. Rose
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Challenging Behavior ◽  
Behavior Management ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Behavior Specific Praise

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.

Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability

2016 ◽  
Vol 51 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Amy D. Spriggs ◽  
Pamela J. Mims ◽  
Wilhelmina van Dijk ◽  
Victoria F. Knight
Keyword(s):  
Intellectual Disability ◽  
Daily Living ◽  
Academic Skills ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Activity Schedules ◽  
Visual Activity ◽  
Adolescents And Adults

We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest that VAS is an evidence-based practice for teaching a variety of daily living, navigation, vocational, recreation, and academic skills to adolescents and adults with intellectual disability. Results also show increases in independence and on-task behaviors. We conclude the article by discussing limitations and recommendations for future research.

Teachers’ Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

2016 ◽  
Vol 38 (4) ◽  
pp. 222-232 ◽  
Author(s):  
Tara C. Moore ◽  
Joseph H. Wehby ◽  
Regina M. Oliver ◽  
Jason C. Chow ◽  
Jason R. Gordon ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Behavioral Intervention ◽  
Behavior Management ◽  
Management Strategies ◽  
Intervention Strategies ◽  
Inservice Training ◽  
Future Research ◽  
Significant Difference ◽  
And Behavior ◽  
Training And Support

Teachers’ reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed Survey of Classroom and Behavior Management. On average, teachers reported to be somewhat knowledgeable and to implement somewhat all of the 10 sets of research-based strategies included in the survey. Teachers appeared to be most knowledgeable and more frequently implement prevention practices but less knowledgeable and less frequently implement individualized behavioral intervention strategies. Teachers’ reported knowledge was correlated with their reported use of strategies. There was a significant difference in reported knowledge across the two districts. Implications are provided for areas of future research and for using the survey to identify targets for improved pre-service and inservice training and support.

The Keys to Managing Instruction and Behavior: Considering High Probability Practices

2017 ◽  
Vol 40 (2) ◽  
pp. 102-113 ◽  
Author(s):  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
Teacher Preparation ◽  
Student Success ◽  
Challenging Behavior ◽  
Behavior Management ◽  
High Probability ◽  
Management Strategies ◽  
Effective Instruction ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
And Behavior

Academics and behavior are inextricably linked, and as such, management of behavior should be considered not as an addition to the teacher’s repertoire of skills but as an integral foundational component of effective instruction. Paradoxically, teachers report that students with challenging behavior are both their greatest challenge and that behavior management is the skill with which they are least prepared in their teacher preparation programs. In this article, the authors first review a rationale for considering high probability practices as those that provide the best probability for student success. Next, they present a set of key teacher-implemented management strategies as an essential part of the curriculum for any prospective teacher.

Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions

2011 ◽  
Vol 37 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Melissa Stormont ◽  
Wendy Reinke ◽  
Keith Herman
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Management Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Practice Guide ◽  
General Educator ◽  
Level Of Training ◽  
And Behavior

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.

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