Putting Behavioral Goal-Setting Research Into Practice

2017 ◽  
Vol 26 (2) ◽  
pp. 66-73 ◽  
Author(s):  
Allison Leigh Bruhn ◽  
Josephine Fernando ◽  
Sara McDaniel ◽  
Leonard Troughton
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Behavioral Outcomes ◽  
Step Process ◽  
Regulation Strategies ◽  
Behavioral Goal

Students with or at risk of emotional and behavioral disorders can benefit from a variety of self-regulation strategies. One such strategy is goal setting, which can be used to improve both academic and behavioral outcomes in the classroom. In this article, we discuss the importance of goal setting and current research in this area. In addition, we provide a step-by-step process for implementing goal-setting interventions in the classroom.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

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 they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

Intensifying Goal-Setting Interventions for Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562199661
Author(s):  
Skip Kumm ◽  
Daniel Maggin
Keyword(s):  
Behavioral Disorders ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Behavioral Outcomes ◽  
Standard Format ◽  
Planning Implementation ◽  
Ongoing Evaluation ◽  
Systematic Framework

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 goal-setting interventions in their classrooms and provides a systematic framework for teachers to use individualized data to intensify goal-setting interventions.

Peer Prompting and Reinforcement for Supporting Positive Behavioral Development in Students With EBD

2021 ◽  
pp. 107429562110220
Author(s):  
Jing Wang ◽  
Daniel M. Maggin ◽  
Kary Zarate
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Behavioral Development ◽  
Positive Behavior ◽  
School Students ◽  
Behavioral Skills ◽  
Step Process

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 and/or at risk for EBD with a step-by-step process for implementing PMI using PR strategy, including steps for intervention intensification when data suggest that as a path forward.

Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 134-139 ◽  
Author(s):  
Robin Parks Ennis ◽  
David James Royer ◽  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Wendy Peia Oakes ◽  
...  
Keyword(s):  
At Risk ◽  
Student Success ◽  
Behavioral Disorders ◽  
Student Behavior ◽  
Emotional And Behavioral Disorders ◽  
Step Process ◽  
Appropriate Behavior ◽  
Low Intensity ◽  
Behavior Specific Praise ◽  
Specific Praise

Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article, we describe a step-by-step process for using BSP in classrooms with all students, including those at risk for emotional and behavioral disorders.

Academic and Behavioral Outcomes for Students at Risk for Emotional and Behavioral Disorders

2005 ◽  
Vol 31 (1) ◽  
pp. 84-94 ◽  
Author(s):  
Marjorie Montague ◽  
Craig Enders ◽  
Marcelo Castro
Keyword(s):  
Middle School ◽  
At Risk ◽  
Primary School ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Behavioral Outcomes ◽  
First Grade ◽  
Teacher Ratings ◽  
School Teachers ◽  
Behavioral Ratings

The purpose of this study is to describe academic and behavioral outcomes for adolescents who were identified when they were in kindergarten and first grade as being at risk for developing emotional and behavioral disorders. Results indicated that primary school academic achievement and teacher ratings of academic competence were highly predictive of middle school reading achievement and moderately predictive of math achievement. Teacher ratings of behavior across time were consistent and reliable, and behavioral ratings by primary school teachers were predictive of students' behavioral ratings by middle school teachers. These findings suggest that young students with academic and behavioral problems continue to display problems into adolescence, placing them at serious risk for school failure and dropping out. Results have implications for early identification and prevention/intervention programs for at-risk students.

High-Probability Request Sequence: An Effective, Efficient Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 140-145 ◽  
Author(s):  
Leslie Ann Bross ◽  
Eric Alan Common ◽  
Wendy Peia Oakes ◽  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
...  
Keyword(s):  
At Risk ◽  
Student Success ◽  
Behavioral Disorders ◽  
High Probability ◽  
Emotional And Behavioral Disorders ◽  
Behavioral Momentum ◽  
Step Process ◽  
Low Intensity ◽  
Request Sequence

High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using HPRS in schools. Throughout, we offer lessons from practitioners who have used HPRS with students, including those at risk for emotional and behavioral disorders.

Precorrection: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

2018 ◽  
Vol 27 (3) ◽  
pp. 146-152 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Penney Patterson Owens
Keyword(s):  
At Risk ◽  
Student Success ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Step Process ◽  
Low Intensity

Precorrection is a low-intensity strategy that focuses on preventing problem behaviors from occurring by providing reminders for appropriate responding, context modification to support student success, and reinforcement for appropriate responding. In this article, we describe a step-by-step process for using precorrection. Throughout the article, we offer lessons from the field featuring the perspectives of practitioners who have successfully implemented this easy-to-use strategy with students, including those at risk for emotional and behavioral disorders.

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.

Enhancing Self-Determination Skills for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 55 (4) ◽  
pp. 238-244
Author(s):  
Katelyn J. Zirkus ◽  
Joseph J. Morgan
Keyword(s):  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Determination ◽  
Planning System ◽  
School Outcomes ◽  
Relevant Variable ◽  
Potential Relationship ◽  
Students With Ebd

Research suggests a potential relationship between self-determination and improved post-school outcomes for students with disabilities. Self-determination represents a particularly relevant variable which deserves increased attention for students with emotional and behavioral disorders (EBD); however, there is no consistent understanding on how to actually design instruction to enhance self-determination for students with EBD. This article offers a person-centered planning system developed for and in collaboration with students with EBD to address such post-school outcomes through the development of youth autonomy and goal-setting.

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