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Editorial
Effective Strategies for Students with
Emotional and Behavioral Disorders
H
HAMMILL INSTITUTE
ON DISABILITIES
Beyond Behavior
2021. Vol. 30(1) 3
Hammill Institute on Disabilities 2021
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DOI: 10.1177/10742956211004242
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SSAGE
Students with emotional and behavioral disorders (EBD)
experience a combination of academic and social-emotional-
behavioral deficits in comparison to their peers. This is why
focusing on comprehensive support programs for students
with EBD is a logical approach for school-based profession-
als who work with this population. This first issue of Beyond
Behavior's 30th volume encompasses six articles that pro-
vide exceptional guidance for practitioners on a variety of
topics that can have a positive impact on both their profes-
sional actions and outcomes for students with EBD.
Effective management of paraeducators is the focus of
the first article, authored by Sarah Douglas and Denise
Uitto. Described within is a collaborative four-stage model
to ensure paraeducators are trained on the necessary knowl-
edge and skills required to support students with challeng-
ing behaviors and support specially designed programming.
The model clarifies paraeducator responsibilities and
defines training needs, creates training plans that align with
adult learning principles, implements training using coach-
ing with performance feedback, and documents paraeduca-
tor performance.
Intensification of special education programming efforts
is central to the issue's second and third articles. Skip
Kumm and Daniel Maggin provide an overview of goal-
setting interventions that can be tailored to a myriad of dif-
ferent student behavioral profiles and functions. The authors
describe a goal-setting implementation process as well an
intensification process when outcomes fail to meet expecta-
tions. Their intensification process focuses on addressing
treatment dosage, alignment, and comprehensiveness. The
third article by Kary Zarate and Daniel Maggin shows how
video modeling (VM) can be used as a powerful tool to sup-
port skill acquisition and generalization for students with
and without EBD. The authors offer an overview of VM's
positive evidence base, reasons why VM is effective, and
step-by-step guidance for VM implementation and intensi-
fication that meets the needs of students with challenging
behavior.
The fourth article by Sanikan Wattanawongwan, S. D.
Smith, and Kimberly Vannest focuses on guidance regard-
ing how to improve social and emotional learning outcomes
using cooperative group activities. Their implementation
framework highlights the five instructional steps of plan-
ning, introducing, monitoring, assessing, and processing.
The authors also address skills generalization.
In the fifth article, Ashli Tyre and Laura Feuerborn give
professionals a host of suggestions for addressing staff per-
ceptions that can interfere with successful implementation
of positive behavioral interventions and supports (PBIS)
frameworks. The authors coin problematic personnel per-
ceptions as "misses." Their article identifies 10 common
misses and then offers research- and/or practice-based sug-
gestions to promote staff engagement, professional devel-
opment, and support for implementation.
The final article details the Council for Children with
Behavioral Disorders' (CCRD) position statement on the
use of physical restraint procedures in schools. In the posi-
tion paper, Lee Kern, Sarup Mathur, and Reece Peterson
outline the ethical and safety concems regarding the use of
physical restraints with students and make recommenda-
tions for best practice. The latter include (1) conducting a
comprehensive screening to identify all students with edu-
cational and/or mental health needs, (2) completing appro-
priate assessments (e.g., FBA) for those suspected of having
intensive needs, (3) implementing a continuum of research-
or evidence-based interventions directed at identified needs,
(4) intervening in such a way as to preserve personal dig-
nity, and (5) ensuring parents and caregivers are partners
and informed of school, district, and state policies pertain-
ing to the use of restraint.
Paul Mooney
Louisiana State University, Baton Rouge, LA, USA
Joseph B. Ryan
Clemson University, Clemson, SC, USA
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