Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures

The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ individualized education programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.

The Effects of Refilling Additional Rooting Material on Exploration Duration and Tail Damages in Rearing and Fattening Pigs

Pigs housed in commercial barns with slatted floors cannot fully perform their natural behavioral needs such as rooting or exploring. Enrichment materials can stimulate these behaviors in pigs. Here, we investigated whether exploration can be stimulated by offering additional enrichment material, i.e., chopped straw, once compared to four times daily. In two replicates each with four rearing and eight fattening pens, a total of 192 pigs with undocked tails continuously received chopped straw from a dispenser, while a stimulus to explore was given by filling the rooting area of the dispenser either once (R1) or four times (R4) daily with additional chopped straw. The dispensers were equipped with an ultra-high-frequency radio-frequency-identification (UHF-RFID) system in order to record the exploration durations of each individual pig at the dispenser. At four times throughout rearing and fattening, pigs were weighted and tail injuries and length losses were assessed. This resulted in three temporal sections within each replicate, for each of which the difference in tail length to the previous section (Δ-tail length) was calculated. Exploration durations did not change in long-term but increased from rearing throughout fattening. The refillings in which additional chopped straw was offered (R1 vs. R4) did not affect the overall exploration duration during rearing (linear mixed effects model (LME), P = 0.85) or fattening (LME, P = 0.66). However, descriptive evaluations showed that exploration durations decreased within the first 10-min sequences within the hour after refilling the rooting area with additional chopped straw in both treatments (R1 and R4). Exploration durations were affected by week, day, and hour within day during rearing (LME, all factors, P < 0.0001) and fattening (LME, all factors, P < 0.0001). Neither tail injuries nor length losses were affected by the refilling treatment (R1 vs. R4) during rearing (GLMM, both P > 0.1) or fattening (GLMM, both P > 0.1). Offering additional straw four times compared to once a day had no advantage in the present setting with regard to exploration duration and tail damages of pigs. However, refilling the rooting area with additional chopped straw triggered a short-term increase of exploration that decreased within 1 h, thus, exploration was more spread over the day.

Cognitive-behavioral therapy approach for children and adolescents

Cognitive-behavioral therapy is one of the most effective psychotherapeutic methods in terms of financial and time costs. Mastering of these methods is important for psychologist consultants to provide appropriate and effective assistance in addressing emotional-behavioral needs of students and those involved in the educational process in secondary, higher and professional technical education institutions. The use of cognitive-behavioral therapeutic approach in children and adolescents requires modification and adaptation of methods to the developmental levels and age characteristics of children and adolescents that is presented in this article.

IMPORTANCE OF TRAINING NEEDS ANALYSIS FOR HUMAN RESOURCES DEVELOPMENT IN ORGANIZATIONS

Human resources are the main element of an organization. To meet the need for good performance improvement in an organization, one of the ways that can be taken is by conducting training and human resource development. Pragmatically, training and development programs have a positive influence on both individuals and organizations. Training needs analysis is an activity that needs to be carried out systematically to find any gaps between the knowledge, skills and attitudes of a person needed by the organization that can be improved through training. This behavioral needs analysis will later assist the organization in using resources effectively and prevent unnecessary training activities.

Chinese App User’s Needs Profile: From Questionnaire Measurement to Behavior Analysis

With the widespread use of mobile devices, the Apps people install and use could be closely linked to their needs. A precise profile of the needs of the user has become a vital foundation of the experience of the user. Previous studies mainly rely on self-reporting to understand the subjective attitudes of the App user toward a single App. This research combined questionnaire measurement and behavior analysis to profile the needs of the App user from a broader perspective. Based on the theoretical model of previous research studies, study 1 developed a novel needs questionnaire measurement of a Chinese App user, which showed good reliability and validity. In study 2, authorized App usage data were collected to construct the behavioral needs profile of a Chinese user. The results showed that the primary needs of the Chinese user remained a relatively high consistency between the questionnaire and the behavior data. The questionnaire-based and behavioral data-based needs profiles provide a reference for further personalized user experience design.

Strategies for Including Students With Extensive Support Needs in SWPBIS

Schools that implement School-wide Positive Behavioral Interventions and Supports (SWPBIS) offer a multitiered continuum of supports that increases in intensity to support the behavioral needs of all students within a school. Although the number of schools that have adopted SWPBIS continues to rise, students with extensive support needs (ESN) may be excluded from various aspects of SWPBIS at the Tier 1 and Tier 2 levels. Given that SWPBIS is intended to be fully inclusive, the purpose of this article is to provide educators and other staff with practical tools and guidelines for including students with ESN in Tiers 1 and 2 of SWPBIS. We also present additional considerations for self-assessment, collaborative teaming, and professional development for including students with ESN in SWPBIS.

Using Content Acquisition Podcasts to Improve Preservice Teacher Use of Behavior-Specific Praise

With increasing demands for teacher accountability, today’s teachers are tasked with meeting both the academic and behavioral needs of their students. Being able to efficiently manage classroom behavior can maximize classroom time for instruction. In a multiple-probe across participants design study, we investigated the effects of content acquisition podcasts (CAPs) plus video along with coaching feedback on preservice teachers’ use of behavior-specific praise statements. Preservice teachers in elementary, intermediate, middle, and high school settings participated during their final internship in a special education preparation program. Direct observations over a 9-week period showed an increase in the use of behavior-specific praise statements across participants. Implications for research and teacher education are discussed.