scholarly journals Alternative Approaches: Implementing Mindfulness Practices in the Classroom to Improve Challenging Behaviors

2019 ◽  
Vol 28 (1) ◽  
pp. 46-54
Author(s):  
Staci M. Zolkoski ◽  
Calli Lewis-Chiu
Keyword(s):  
Behavioral Disorders ◽  
Challenging Behavior ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Behavior Interventions ◽  
Student Behaviors ◽  
Discussion Paper ◽  
Proactive Approach ◽  
Mindfulness Practices ◽  
Alternative Approaches

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.

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.

scholarly journals “Check Yourself”: Mindfulness-Based Stress Reduction for Teachers of Students With Challenging Behaviors

2019 ◽  
Vol 28 (1) ◽  
pp. 55-60
Author(s):  
Todd Haydon ◽  
Peter Alter ◽  
Renee Hawkins ◽  
Connie Kendall Theado
Keyword(s):  
Behavioral Disorders ◽  
Stress Reduction ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Teaching Profession ◽  
Focused Attention ◽  
Body Scan ◽  
Potential Impact ◽  
Mindfulness Based Stress Reduction

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.

Managing Challenging Behavior in Adolescents with Autism Spectrum Disorder

2017 ◽  
pp. 242-272
Author(s):  
Maya Matheis ◽  
Jasper A. Estabillo ◽  
Johnny L. Matson
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Behavioral Treatment ◽  
Behavioral Assessment ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavior Interventions ◽  
Treatment Methods ◽  
Assessment And Treatment

The term “challenging behavior” describes a wide range of behaviors that may be harmful to an individual and that pose significant risks related to health, emotional distress, or exclusion from community settings. Challenging behaviors occur at high rates among individuals with autism spectrum disorder (ASD). Some forms of challenging behavior include: aggression, self-injurious behavior (SIB), stereotypical behavior, pica, and vomiting/rumination. Functional behavioral assessment (FBA) is the process of gathering and interpreting data related to the underlying function of a behavior. Interventions that target the function of a behavior are more effective and efficient. Behavioral treatment methods for challenging behavior are based on operant principles of reinforcement and punishment. Several common treatment methods are described. Suggestions for the assessment and treatment of challenging behaviors are outlined.

Educator “What-Ifs”: The Feasibility of Choice Making in the Classroom

2017 ◽  
Vol 26 (2) ◽  
pp. 74-80 ◽  
Author(s):  
Kristine Jolivette ◽  
Robin Parks Ennis ◽  
Nicole Cain Swoszowski
Keyword(s):  
Instructional Strategies ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Is Implementation ◽  
Choice Making ◽  
Minimal Time ◽  
Instructional Contexts

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.

The Continuing Evolution of a Science for Students With Behavioral Disorders: Who, What, When, Where, and How

2018 ◽  
Vol 37 (3) ◽  
pp. 132-139
Author(s):  
Terrance M. Scott ◽  
Jonathan L. Burt
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Least Restrictive Environment ◽  
Daily Basis ◽  
Intervention Strategies ◽  
The Subject ◽  
Restrictive Environment ◽  
Made In ◽  
Students With Ebd

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.

Integrating Technology for Students with Emotional and Behavioral Disorders to Promote Engagement

2019 ◽  
Vol 55 (2) ◽  
pp. 94-102
Author(s):  
Shanna E. Hirsch ◽  
Kat D. Alves ◽  
Michelle Dunn
Keyword(s):  
Classroom Management ◽  
Behavioral Disorders ◽  
Academic Outcomes ◽  
Challenging Behavior ◽  
Management Practices ◽  
Special Educators ◽  
Emotional And Behavioral Disorders ◽  
Evidence Based ◽  
Opportunities To Respond ◽  
Behavior Specific Praise

Students with emotional and behavioral disorders (EBD) often struggle with behavior and can display academically challenging behavior in the classroom. Therefore, teachers should consider implementing evidence-based strategies that promote desirable behavioral and academic outcomes. This article focuses on how general and special educators can use technology to deliver two evidence-based classroom management practices: (a) opportunities to respond and (b) behavior-specific praise.

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