المناصرة الذاتية في الكتابة وأهميتها في التخطيط الانتقالي للطلبة من ذوي الاضطرابات السلوكية والانفعالية = The Importance of Self-Advocacy in Writing for Emotional and Behavioral Disorders in Order of Transitional Planning

2020 ◽  
Vol 10 (38 Part 2) ◽  
pp. 159-178
Author(s):  
الملحم ، لطيفة أحمد عبد العزيز
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Self Advocacy ◽  
Transitional Planning

Function-Based Self-Advocacy Training for Students With or at Risk for Emotional and Behavioral Disorders in General Education Settings

2021 ◽  
pp. 106342662110397
Author(s):  
Tosha L. Owens ◽  
Ya-yu Lo
Keyword(s):  
At Risk ◽  
General Education ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Descriptive Analysis ◽  
Functional Relation ◽  
Self Advocacy ◽  
Multiple Probe

This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case, multiple-probe across-participants design and measured participants’ problem behaviors and replacement behaviors to determine the intervention effects. Results showed a functional relation between FBSA and reduction of problem behaviors. There also was an increase in replacement behaviors upon implementation of the FBSA training. In addition, a descriptive analysis of students’ ability to complete steps to self-advocate needs indicated an increase in the number of responses emitted or steps completed across both intervention and generalization settings.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

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