Providing More and Better Practice Opportunities Within the Instructional Programs of Students with Emotional and Behavioral Disorders

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.

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Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom

Beyond Behavior ◽

10.1177/10742956211021858 ◽

2021 ◽

pp. 107429562110218

Author(s):

Tia N. Barnes ◽

Christina Cipriano ◽

Yu Xia

Keyword(s):

Best Practices ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

The Self ◽

Daily Functioning ◽

Classroom Setting ◽

Effective Teacher ◽

Training Opportunities

Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.

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

Beyond Behavior ◽

10.1177/10742956211020666 ◽

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.

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Working Conditions and Special Educators’ Reading Instruction for Students With Emotional and Behavioral Disorders

Council review ◽

10.1177/0014402921999825 ◽

2021 ◽

pp. 001440292199982

Author(s):

Hannah Morris Mathews ◽

Jennifer L. Lillis ◽

Elizabeth Bettini ◽

David J. Peyton ◽

Daisy Pua ◽

...

Keyword(s):

Reading Instruction ◽

Behavioral Disorders ◽

Working Conditions ◽

Special Educators ◽

Emotional And Behavioral Disorders ◽

Collegial Support ◽

Instruction Time ◽

Role Conceptions ◽

Students With Ebd

Working conditions may be an important lever to support special educators’ reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators’ reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators’ instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD.

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