The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

2016 ◽  
pp. 1034-1047
Author(s):  
Frank J. Sansosti ◽  
Peña L. Bedesem
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Behavioral Disorders ◽  
Service Providers ◽  
Mobile Technologies ◽  
Behavioral Difficulties ◽  
Students At Risk ◽  
School Based ◽  
Present Complex ◽  
Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

2015 ◽  
pp. 114-127 ◽  
Author(s):  
Frank J. Sansosti ◽  
Peña L. Bedesem
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Behavioral Disorders ◽  
Service Providers ◽  
Mobile Technologies ◽  
Behavioral Difficulties ◽  
Students At Risk ◽  
School Based ◽  
Present Complex ◽  
Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

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.

Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

2019 ◽  
Vol 55 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Kaitlin Bundock ◽  
Leanne S. Hawken ◽  
Kristin Kladis ◽  
Kimberli Breen
Keyword(s):  
At Risk ◽  
Behavior Problems ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Internalizing Behavior ◽  
Students At Risk ◽  
Academic Difficulties ◽  
Step Process ◽  
Structured Means ◽  
Support Students

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.

Systematic Review of the Check-in, Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders

2014 ◽  
Vol 37 (4) ◽  
pp. 635-658 ◽  
Author(s):  
Leanne S. Hawken ◽  
Kaitlin Bundock ◽  
Kristin Kladis ◽  
Breda O’Keeffe ◽  
Courtenay A. Barrett
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Students At Risk

scholarly journals Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

2007 ◽  
Vol 74 (1) ◽  
pp. 47-70 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
M. Annette Little ◽  
Jenny Redding-Rhodes ◽  
Andrea Phillips ◽  
Megan T. Welsh
Keyword(s):  
At Risk ◽  
General Education ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
First Grade ◽  
School Site ◽  
Students At Risk ◽  
Baseline Design

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.

Increasing Positive Playground Interaction for Kindergarten Students at Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 46 (5) ◽  
pp. 487-496 ◽  
Author(s):  
Darlene H. Anderson ◽  
Scott M. Trinh ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Michael J. Richardson
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Kindergarten Students ◽  
Students At Risk

A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

Assessment ◽  
2021 ◽  
pp. 107319112110322
Author(s):  
Michelle M. Cumming ◽  
Daniel V. Poling ◽  
Yuxi Qiu ◽  
Andy V. Pham ◽  
Ann P. Daunic ◽  
...  
Keyword(s):  
At Risk ◽  
Executive Functioning ◽  
Early Identification ◽  
Executive Dysfunction ◽  
First Grade ◽  
Future Research ◽  
Students At Risk ◽  
School Based Intervention ◽  
Index Model ◽  
School Based

Early identification of executive dysfunction and timely school-based intervention efforts are critical for students at risk for problematic behaviors during early elementary school. The original Behavior Rating Inventory of Executive Functioning (BRIEF) was designed to measure real-world behavioral manifestations of executive functioning, neurocognitive processes critical for school success. With the updated BRIEF-2, independent validation is needed with kindergarten and first grade students at risk for emotional and behavioral disorders. Thus, using item level analyses, we examined the factor structure of the BRIEF-2 Teacher Rating form with 1,112 students. Results indicated little evidence for the original three-index model and supported a modified two-index model, with a Cognitive Regulation Index and an overall Behavior–Emotion Regulation Index. Criterion related validity indicated positive relationships with performance-based executive functioning (Head-Toes-Knees-Shoulders) and later internalizing and externalizing behaviors. We discuss implications of findings for early identification and school-based intervention efforts, as well as future research.

scholarly journals Developing a School-Based Multitiered Model for Self-Regulation

2017 ◽  
Vol 53 (5) ◽  
pp. 300-307
Author(s):  
M. Brady Webb ◽  
Evelyn S. Johnson ◽  
Julie Meek ◽  
Brooke Herzog ◽  
Anne B. Clohessy
Keyword(s):  
At Risk ◽  
Control Mechanism ◽  
Self Regulation ◽  
School Setting ◽  
School Outcomes ◽  
Students At Risk ◽  
School Based ◽  
Behavior And Cognition ◽  
Poor School

Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own. Self-regulation skills can be taught and are especially effective when introduced within the school setting. This article describes a school-based model for fostering self-regulation.

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