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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
Artide reuse guidelines:
sagepub.com/journals.permissions
DOI: 10.1177/10742956211004242
journals.sagepub.com/home/bbx
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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Answer 1

ezra

Artikel keempat membahas penggunaan kegiatan kelompok kooperatif untuk meningkatkan hasil belajar sosial dan emosional, dengan penekanan pada lima langkah instruksional: perencanaan, pengenalan, pemantauan, penilaian, dan pemrosesan. Artikel kelima memberikan saran kepada para profesional untuk mengatasi persepsi staf yang dapat mengganggu keberhasilan penerapan kerangka intervensi dan dukungan perilaku positif (PBIS). Artikel terakhir merinci pernyataan posisi CCBD tentang kegunaan prosedur pengekangan fisik di sekolah, menekankan pentingnya melakukan skrining komprehensif, penilaian yang sesuai, penerapan intervensi berdasarkan bukti, menjaga martabat pribadi, dan melibatkan orang tua sebagai mitra.

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kurang lebih seperti ini, maaf kalau ada salahnya. semoga membantu, semangat belajarnya🫶🏻

Answer 2

ezra

Strategi Efektif untuk Siswa dengan Gangguan Emosi dan Perilaku

Artikel dalam edisi pertama volume ke-30 Beyond Behavior membahas pentingnya program dukungan komprehensif bagi siswa dengan gangguan emosional dan perilaku (EBD). Artikel pertama oleh Douglas dan Uitto menekankan manajemen pendidik yang efektif melalui model kolaboratif empat tahap.
Artikel kedua dan ketiga oleh Kumm, Maggin, dan Zarate menyoroti intensifikasi upaya program pendidikan khusus, termasuk intervensi penetapan tujuan yang disesuaikan dan penggunaan video modeling sebagai alat efektif untuk mendukung perolehan keterampilan siswa dengan EBD.

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