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Many schools struggle to provide appropriate training for paraeducators to ensure the necessary knowledge and skills required to support students with challenging behaviors. This article provides a collaborative approach to paraeducator training. Included is a description of a four-step strategy...
Goal setting is a research-informed intervention that has demonstrated improved behavioral outcomes for students with emotional and behavioral disorders. However, not all students will respond to goal-setting interventions delivered in a standard format, requiring planning, implementation, and...
Video modeling (VM) is a powerful and effective tool to support skill acquisition and generalization for students with and without emotional and behavioral disorders (EBD). Video models can include adults, peers, and the very students at which skill development is directed. This article provides...
Cooperative group activities in classrooms provide an opportunity for children to learn and demonstrate relationship skills, particularly when clear expectations and explicit instruction are provided. Relationship skills are one of the five competency areas of social and emotional learning. This...
The success of positive behavioral interventions and supports (PBIS) frameworks relies upon educators supporting and implementing PBIS plans. However, common staff-level perceptions exist that may interfere with successful implementation, which we refer to as misses. In this article, three types...
This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint procedures in educational settings. It includes (a) an introduction with definitions of terminology; (b) a discussion of the problems with the use of...
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