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.
In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.
Managing challenging student behaviors can be difficult for any educator. Lacking knowledge of research-based, positively oriented behavior interventions, educators may resort to punitive, reactive disciplinary strategies. Mindfulness is a positive, proactive approach that may help students with emotional and behavioral disorders improve their ability to regulate their own behaviors. This discussion paper describes research-informed mindfulness practices that teachers can use in their classrooms to address challenging behavior.
In this article, we open with a discussion of stress and its potential impact on the teaching profession. We then follow with an empirical rationale for and steps in the implementation of potentially promising mindfulness-based stress reduction (MBSR) interventions for teachers, particularly teachers of students with emotional and behavioral disorders. Body scan, calm breathing, focused attention, and relaxation are highlighted. A list of resources for further use of MBSR is included.
This article examines the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders (E/BD) who demonstrate problem behaviors. We sought to identify any trends in the design and application of functional assessment-based interventions, with an emphasis on the types of interventions employed. We also examined the frequency with which researchers are collecting and reporting measures of procedural integrity, generalization and maintenance, and social validity. Although no specific trends emerged in the selection or implementation of interventions, several key issues in the design of research on functional assessment-based interventions with students with or at risk for E/BD are identified and discussed.
Educators who work with students with emotional and behavioral disorders may seek instructional strategies that are effective yet practical in the classroom. These strategies need a research base to support them and minimal time and/or effort to prepare or implement. One research-based option for educators across a variety of contexts is implementation of choice-making opportunities. This article offers suggestions for educators who may be hesitant to implement choice-making opportunities with students with challenging behaviors in instructional contexts.
Teachers report that students with emotional and behavioral disorders (EBD) present challenges that are among the greatest they face on a daily basis. Research, however, clearly shows that teachers routinely receive little or no training in how to effectively work with students with challenging behaviors. This is particularly frustrating when considering the advances that have been made in the effective treatment of misbehavior. This article summarizes the evolution of a science for students with EBD in the context of the following questions: (a) Who is the subject of the science? (b) What intervention strategies yield the best results? (c) When should practitioners intervene? (d) Where is the least restrictive environment for students with EBD? and (e) How can schools best manage and implement the various components of successful interventions? A discussion of predictions and concerns for the future is provided to end the article.
Alternative Approaches: Implementing Mindfulness Practices in the Classroom to Improve Challenging Behaviors
