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

2018 ◽  
Vol 27 (3) ◽  
pp. 168-174
Author(s):  
Wendy Peia Oakes ◽  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Mark Matthew Buckman
Keyword(s):  
Student Success ◽  
Student Learning ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Successful Implementation ◽  
Step Process ◽  
Instructional Feedback ◽  
Response To Instruction ◽  
Low Intensity ◽  
Practical Strategy

Instructional feedback is a practical strategy for monitoring student learning in response to instruction and providing prompts to students to confirm, refine, or clarify their misunderstandings. In this article, we describe a step-by-step process for using instructional feedback, with teaching tips to assist successful implementation with all students, including those with emotional and behavioral disorders. Throughout the article, we offer lessons from practitioners who have successfully used instructional feedback in their classrooms.

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

2018 ◽  
Vol 27 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Holly M. Menzies ◽  
Robin Parks Ennis ◽  
Wendy Peia Oakes ◽  
David James Royer ◽  
...  
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Challenging Behavior ◽  
Emotional And Behavioral Disorders ◽  
Successful Implementation ◽  
Students At Risk ◽  
Step Process ◽  
Classroom Activities ◽  
Low Intensity ◽  
Practical Strategy

Instructional choice is a practical strategy for increasing student engagement and decreasing challenging behavior. In this article, we describe a step-by-step process for incorporating instructional choice into classroom activities, with teaching tips to assist with successful implementation. Throughout the article, we offer lessons from the field featuring the perspectives of practitioners and students who have used instructional choice in classrooms that include students at risk for emotional and behavioral disorders.

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

2018 ◽  
Vol 27 (3) ◽  
pp. 153-159 ◽  
Author(s):  
Holly M. Menzies ◽  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes ◽  
Karen Ruth ◽  
Emily D. Cantwell ◽  
...  
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Disruptive Behavior ◽  
Challenging Behavior ◽  
Successful Implementation ◽  
Step Process ◽  
Low Intensity ◽  
Practical Strategy

Active supervision is a practical strategy for increasing student engagement and decreasing student disruptive behavior. In this article, we describe a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of practitioners who have used active supervision in classrooms that include students with challenging behavior.

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.

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.

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.

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.

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