Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

2015 ◽  
pp. 114-127 ◽  
Author(s):  
Frank J. Sansosti ◽  
Peña L. Bedesem
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Behavioral Disorders ◽  
Service Providers ◽  
Mobile Technologies ◽  
Behavioral Difficulties ◽  
Students At Risk ◽  
School Based ◽  
Present Complex ◽  
Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

2016 ◽  
pp. 1034-1047
Author(s):  
Frank J. Sansosti ◽  
Peña L. Bedesem
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Behavioral Disorders ◽  
Service Providers ◽  
Mobile Technologies ◽  
Behavioral Difficulties ◽  
Students At Risk ◽  
School Based ◽  
Present Complex ◽  
Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2020 ◽  
pp. 126-151
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

2011 ◽  
Vol 36 (2) ◽  
pp. 100-116 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen Lynne Lane ◽  
Mary Crnobori ◽  
Allison L. Bruhn ◽  
Wendy P. Oakes
Keyword(s):  
At Risk ◽  
Knowledge Base ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Self Determination

Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

2019 ◽  
Vol 55 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Kaitlin Bundock ◽  
Leanne S. Hawken ◽  
Kristin Kladis ◽  
Kimberli Breen
Keyword(s):  
At Risk ◽  
Behavior Problems ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Internalizing Behavior ◽  
Students At Risk ◽  
Academic Difficulties ◽  
Step Process ◽  
Structured Means ◽  
Support Students

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.

Endrew F. v. Douglas County School District (2017): Implications for Educating Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (1) ◽  
pp. 53-62
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
Behavior Problems ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Academic Difficulties ◽  
Free Appropriate Public Education ◽  
Education Act ◽  
Definition Of ◽  
And Behavior ◽  
The Impact

In 2017, the Supreme Court ruled on a special education case Endrew F. v. Douglas County School District. In this important case, the High Court addressed the degree of educational benefit necessary for a school district to fulfill the requirements for a free appropriate public education (FAPE) under the Individuals With Disabilities Education Act (IDEA). The ruling was especially meaningful for the field of emotional and behavioral disorders, because the plaintiff in this case, Endrew F., exhibited serious academic difficulties and behavior problems. In this article, I first analyze the IDEA’s definition of FAPE and the importance of addressing students’ behavior problems in their individualized education programs (IEPs) to provide a FAPE. Second, I examine the U.S. Supreme Court’s ruling in the Endrew decision, specifically addressing the impact of the school district’s failure to address a student’s behaviors in his IEP. Third, I discuss the implications of the Endrew ruling for developing and implementing IEPs for students with serious behavior problems. I end by advocating for changes in the upcoming reauthorization of the IDEA to bring the law into conformity with the spirit and letter of this important ruling.

Systematic Review of the Check-in, Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders

2014 ◽  
Vol 37 (4) ◽  
pp. 635-658 ◽  
Author(s):  
Leanne S. Hawken ◽  
Kaitlin Bundock ◽  
Kristin Kladis ◽  
Breda O’Keeffe ◽  
Courtenay A. Barrett
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Students At Risk
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