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.

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.

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.

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.

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.

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