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Kennedy, Krystal J.; King, Seth A. – Beyond Behavior, 2019
Positive Behavioral Interventions and Supports (PBIS) provides effective behavior management in many schools, yet such systematic approaches to behavior management are generally not implemented aboard school buses. This article describes guidance for the expansion of PBIS onto school buses. Research supporting the use of PBIS in school and…
Descriptors: Positive Behavior Supports, Behavior Modification, Student Behavior, School Buses
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Haydon, Todd; Alter, Peter; Hawkins, Renee; Kendall Theado, Connie – Beyond Behavior, 2019
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…
Descriptors: Metacognition, Perception, Stress Management, Behavior Problems
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Zolkoski, Staci M.; Lewis-Chiu, Calli – Beyond Behavior, 2019
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…
Descriptors: Student Behavior, Behavior Problems, Behavior Modification, Emotional Problems
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Beahm, Lydia A.; Cook, Bryan G.; Cook, Lysandra – Beyond Behavior, 2019
Educators frequently use social media platforms such as Pinterest and Teachers Pay Teachers for guidance on teaching. In this article, we explore reasons why these websites are popular with educators, consider their potential risks and benefits, and provide examples of resources provided on these sites. We recommend that educators first identify…
Descriptors: At Risk Students, Web Sites, Teaching Methods, Educational Technology
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Grasley-Boy, Nicolette; Gage, Nicholas A.; MacSuga-Gage, Ashley S. – Beyond Behavior, 2019
Quality professional development (PD) can be a great benefit to teachers who need help with classroom management implementation. PD programs have better outcomes when there is follow-up after skill instruction. Providing PD within a multitiered support (MTS) framework can make PD delivery more efficient for schools. We describe an MTS-PD program…
Descriptors: Classroom Techniques, Faculty Development, Program Implementation, Data Collection
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Haydon, Todd; Hunter, William; Scott, Terrance M. – Beyond Behavior, 2019
The current body of research on classroom environments identifies key proactive instructional strategies that when implemented effectively can reduce the likelihood of problematic behavioral incidents by students. One strategy known as active supervision has demonstrated positive outcomes across school settings, including classrooms, hallways,…
Descriptors: Behavior Problems, Prevention, Student Behavior, Supervision
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Rila, Ashley; Estrapala, Sara; Bruhn, Allison Leigh – Beyond Behavior, 2019
Delivering high rates of opportunities to respond (OTR) has been shown to improve student outcomes for students with challenging behavior. High rates of OTR can maximize student engagement while providing ways for teachers to quickly assess student content mastery. Given the increasing trend of technology use in schools, teachers can leverage…
Descriptors: Educational Technology, Technology Uses in Education, Student Behavior, Behavior Problems
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Muharib, Reem; Pennington, Robert C. – Beyond Behavior, 2019
Functional communication training (FCT) involves the reinforcement of an appropriate communicative response as an alternative to challenging behavior. The intervention has been identified as an evidence-based practice across multiple populations. Despite its extensive research support, FCT may be impractical in some educational settings because it…
Descriptors: Behavior Modification, Reinforcement, Intervention, Interpersonal Communication
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Hirsch, Shanna E.; Brown, Courtney P.; Halley, Emma A.; Beach, John; MacSuga-Gage, Ashley S.; Spence, Sarah E.; Kennedy, Michael – Beyond Behavior, 2019
School personnel can benefit from creating and sharing their own positive behavioral interventions and supports (PBIS) videos. PBIS videos can (a) introduce a new initiative to faculty and students, (b) teach specific school or class expectations, (c) reinforce appropriate student and staff behavior, and (d) celebrate PBIS implementation…
Descriptors: Positive Behavior Supports, Video Technology, Strategic Planning, Instructional Films
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Lastrapes, Renée E.; Mooney, Paul – Beyond Behavior, 2019
Self-monitoring interventions can be effective components in the specially designed instruction programs of students with emotional and behavioral disorders. This article provides a self-monitoring definition, rationale for use, and summary of research supporting use of the empirically supported intervention. It also includes a description of how…
Descriptors: Self Management, Student Behavior, Behavior Disorders, Emotional Disturbances
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Davis, Mariya T.; Cumming, Ingrid K. – Beyond Behavior, 2019
Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate…
Descriptors: Student Participation, Program Implementation, Individualized Education Programs, Students with Disabilities
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Scheuermann, Brenda; Parsons, Madeline; Hayes, Karena – Beyond Behavior, 2019
The success of positive behavioral interventions and supports (PBIS) in typical schools has led to interest in applying PBIS in alternative settings, including secure care programs for incarcerated juveniles. PBIS holds promise for positively impacting youth behavior in this context. In this discussion article, we describe unique characteristics…
Descriptors: Positive Behavior Supports, Juvenile Justice, Sustainability, Institutionalized Persons
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Freeman, Stephanny F. N.; Hayashida, Kristen; Paparella, Tanya; Azad, Gazi; Flowers, Cyndi D.; Glamore, Allease – Beyond Behavior, 2019
Many teachers struggle with implementing self-help eating goals for children with autism spectrum disorder (ASD). No group programs exist to target this important problem. We used findings from applied behavior analysis research and adapted single-subject interventions into a group-based eating program. In describing the program using two…
Descriptors: Eating Habits, Teacher Role, Autism, Pervasive Developmental Disorders
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Maag, John W. – Beyond Behavior, 2019
Although the good behavior game (GBG) has a long empirical record for effectively decreasing inappropriate student behavior, there are fewer studies that have targeted improving appropriate behavior. This article describes why and how the GBG can be used by teachers across grade levels and situations to increase student appropriate behavior and…
Descriptors: Student Behavior, Behavior Modification, Contingency Management, Reinforcement
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Weber, Meredith A.; House Rich, Sara E.; Duhon, Gary J. – Beyond Behavior, 2019
Check-in/check-out (CICO) is a well-established Tier 2 intervention to address at-risk student behavior problems. Despite its widespread empirical support and applied use, CICO can be taxing for teachers to implement when there is insufficient time available and teacher self-efficacy in addressing behavior problems is low. Evaluation of CICO is…
Descriptors: At Risk Students, Student Behavior, Behavior Problems, Program Effectiveness
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