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Countering the Pursuit of “Magic Bullet” Solutions

Countering the Pursuit of “Magic Bullet” Solutions 1165316 BBXXXX10.1177/10742956231165316Beyond BehaviorEditorial editorial2023 Editorial Beyond Behavior © Hammill Institute on Disabilities 2023 Countering the Pursuit of “Magic Bullet” Article reuse guidelines: sagepub.com/journals-permissions Solutions https://doi.org/10.1177/10742956231165316 DOI: 10.1177/10742956231165316 journals.sagepub.com/home/bbx It is our contention that some teachers frequently pursue different types of timeout and share best practices to help new or trendy interventions that they believe will help them teachers use timeout successfully. easily modify their students’ challenging behaviors and/or The fourth article, by Kinga Balint-Langel, Leonard academic deficits. Unfortunately, the quest for “magic bul- Troughton, Ryan Nation, and Afzal Qureshi, discusses effec- let” solutions often leads to educators readily adopting tive implementation of a student-directed Individualized interventions and materials from less-than-reputable online Education Program (IEP) meeting. Such self-directed pro- resources. A recommended alternative is the pursuit of cesses involve systematic training that enables students with behavioral and/or academic interventions that have research EBD to lead and manage their own IEP meetings. Research supporting them. For the past 32 years, Beyond Behavior support, a detailed overview, and guidelines on how educa- has published articles on research- or evidence-based prac- tors can implement this research-based practice are included. tices that can help teachers improve the outcomes of stu- In the fifth article, Jenna Gersib explains how educators dents with emotional and behavioral disorders (EBD). Issue can support student behavior change through motivational 32(2) continues this long and distinguished scholarly pur- interviewing. Motivational interviewing is an established, suit with six exceptional articles. research-based intervention that focuses on building intrin- The first article, by Erica McClure and Jonathan Burt, sic motivation to promote healthy changes in a variety of reviews how functional communication training (FCT) can situations, including improving student motivation, atten- address problem behavior for students with various disabili- dance, self-determination, and grades. The author describes ties. The authors outline the process of developing and a teaching framework and demonstrates how teachers can implementing FCT plans through an efficient approach that use motivational interviewing to help students with chal- includes essential components and tools to aid application. lenging behaviors experience increased school success. In the piece, the authors also highlight potential pitfalls for In the final article, Robbie Marsh, Heather Baltadano-Van practitioners to avoid. Ness, and Sarup Mathur illustrate how educators can improve In the second article, Jasmine Justus, Brittany Hott, and engagement in the virtual environment for students with EBD. Sarah Heininger provide guidance on implementing the strat- Virtual learning is attracting more students with disabilities. egy of planned ignoring. The authors address questions that However, virtual instruction may not effectively meet the may arise during planning and implementation, describe step- needs of students with EBD. This article highlights how to by-step procedures for successful implementation, and provide develop culturally relevant behavioral expectations and parent forms and resources to assist with classroom implementation. engagement that can increase the likelihood that improved Davida Rogers, Karan Bundrick, Joe Ryan, and Love virtual learning outcomes will occur for students with EBD. Afram review the various types of timeout being used by Each component is highlighted with accompanying examples schools to address inappropriate behavior in children in and explanations for special education teachers. the third article. In practice, timeout is not a single strat- egy. Rather, it is a compilation of related practices. Some Joseph B. Ryan forms of timeout are research-based practices for modify- Clemson University, SC, USA ing student behavior. However, others lack research support and are frequently misused, hindering academic perfor- Paul Mooney mance and risking harm to children. The authors review the Louisiana State University, Baton Rouge, USA http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Beyond Behavior SAGE

Countering the Pursuit of “Magic Bullet” Solutions

Ryan, Joseph B.; Mooney, Paul
Beyond Behavior , Volume 32 (2): 1 – Aug 1, 2023
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Publisher
SAGE
Copyright
© Hammill Institute on Disabilities 2023
ISSN
1074-2956
eISSN
2163-5323
DOI
10.1177/10742956231165316
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Abstract

1165316 BBXXXX10.1177/10742956231165316Beyond BehaviorEditorial editorial2023 Editorial Beyond Behavior © Hammill Institute on Disabilities 2023 Countering the Pursuit of “Magic Bullet” Article reuse guidelines: sagepub.com/journals-permissions Solutions https://doi.org/10.1177/10742956231165316 DOI: 10.1177/10742956231165316 journals.sagepub.com/home/bbx It is our contention that some teachers frequently pursue different types of timeout and share best practices to help new or trendy interventions that they believe will help them teachers use timeout successfully. easily modify their students’ challenging behaviors and/or The fourth article, by Kinga Balint-Langel, Leonard academic deficits. Unfortunately, the quest for “magic bul- Troughton, Ryan Nation, and Afzal Qureshi, discusses effec- let” solutions often leads to educators readily adopting tive implementation of a student-directed Individualized interventions and materials from less-than-reputable online Education Program (IEP) meeting. Such self-directed pro- resources. A recommended alternative is the pursuit of cesses involve systematic training that enables students with behavioral and/or academic interventions that have research EBD to lead and manage their own IEP meetings. Research supporting them. For the past 32 years, Beyond Behavior support, a detailed overview, and guidelines on how educa- has published articles on research- or evidence-based prac- tors can implement this research-based practice are included. tices that can help teachers improve the outcomes of stu- In the fifth article, Jenna Gersib explains how educators dents with emotional and behavioral disorders (EBD). Issue can support student behavior change through motivational 32(2) continues this long and distinguished scholarly pur- interviewing. Motivational interviewing is an established, suit with six exceptional articles. research-based intervention that focuses on building intrin- The first article, by Erica McClure and Jonathan Burt, sic motivation to promote healthy changes in a variety of reviews how functional communication training (FCT) can situations, including improving student motivation, atten- address problem behavior for students with various disabili- dance, self-determination, and grades. The author describes ties. The authors outline the process of developing and a teaching framework and demonstrates how teachers can implementing FCT plans through an efficient approach that use motivational interviewing to help students with chal- includes essential components and tools to aid application. lenging behaviors experience increased school success. In the piece, the authors also highlight potential pitfalls for In the final article, Robbie Marsh, Heather Baltadano-Van practitioners to avoid. Ness, and Sarup Mathur illustrate how educators can improve In the second article, Jasmine Justus, Brittany Hott, and engagement in the virtual environment for students with EBD. Sarah Heininger provide guidance on implementing the strat- Virtual learning is attracting more students with disabilities. egy of planned ignoring. The authors address questions that However, virtual instruction may not effectively meet the may arise during planning and implementation, describe step- needs of students with EBD. This article highlights how to by-step procedures for successful implementation, and provide develop culturally relevant behavioral expectations and parent forms and resources to assist with classroom implementation. engagement that can increase the likelihood that improved Davida Rogers, Karan Bundrick, Joe Ryan, and Love virtual learning outcomes will occur for students with EBD. Afram review the various types of timeout being used by Each component is highlighted with accompanying examples schools to address inappropriate behavior in children in and explanations for special education teachers. the third article. In practice, timeout is not a single strat- egy. Rather, it is a compilation of related practices. Some Joseph B. Ryan forms of timeout are research-based practices for modify- Clemson University, SC, USA ing student behavior. However, others lack research support and are frequently misused, hindering academic perfor- Paul Mooney mance and risking harm to children. The authors review the Louisiana State University, Baton Rouge, USA

Journal

Beyond Behavior – SAGE

Published: Aug 1, 2023

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