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Direct linkWhitney, Todd; Ackerman, Kera B. – Beyond Behavior, 2020
Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on…
Descriptors: Student Behavior, Behavior Disorders, Emotional Disturbances, Positive Reinforcement
McKenna, John William; Bettini, Elizabeth – Beyond Behavior, 2018
Students with emotional and behavioral disorders (EBD) often have deficient reading skills that require intensive intervention. Effective intervention is comprehensive in nature, addressing individual student needs. This article provides an overview and recommendations for one potential component of individualized support: the use of repeated…
Descriptors: Reading Fluency, Secondary School Students, Behavior Disorders, Intervention
Aljadeff-Abergel, Elian; Ayvazo, Shiri; Eldar, Eitan – Intervention in School and Clinic, 2012
Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a…
Descriptors: Physical Activities, Physical Education Teachers, Play, Special Education Teachers
Minahan, Jessica – Harvard Education Press, 2014
Since its publication in 2012, "The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students" has helped countless classroom teachers, special educators, and others implement an effective, new approach to teaching focused on skill-building, practical interventions, and purposeful, positive interactions…
Descriptors: Student Behavior, Behavior Problems, Intervention, Anxiety Disorders
