Intensive Intervention Practice Guide: Using Student Choice to Decrease Challenging Behaviors for Elementary Students with Comorbid Academic and Behavior Difficulties

Autor/inn/en	Crowell, Gabrielle; Thoele, Jillian; DeAngelo, Sarah; Reilly, Amber
Institution	Office of Special Education Programs (OSEP) (ED/OSERS); National Center for Leadership in Intensive Intervention (NCLII)
Titel	Intensive Intervention Practice Guide: Using Student Choice to Decrease Challenging Behaviors for Elementary Students with Comorbid Academic and Behavior Difficulties
Quelle	(2021), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Student Behavior; Behavior Problems; Behavior Modification; Elementary School Students; Comorbidity; At Risk Students; Participative Decision Making; Student Participation; Intervention; Self Determination; Functional Behavioral Assessment; Family Role; Cultural Differences; Students with Disabilities + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstbestimmung; Kultureller Unterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	An often overlooked but simple antecedent modification is student choice. Student choice can be incorporated with a variety of individuals and across a multitude of activities (Texas Statewide Leadership for Autism, 2013). Choice can be as simple as letting a student choose the assignment they want to complete first (Cosden et al., 1995; Kern & Clemens, 2007; Fraumeni-McBride, 2017), asking what reinforcer(s) they wish to work for (Tiger et al., 2006), or allowing them to choose when they take a break (Rajaraman et al., 2021). Choice may be especially effective with students who have comorbid learning and behavior disorders (Killu, 1999l; May & Howe, 2013)--and engage in task avoidant behavior (Morgan, 2006)--as it gives them a sense of control in challenging academic situations that typically precipitate challenging behavior (Kerns, 2002). The goal of this practice guide is to provide an overview of student choice, describe who it benefits, present examples of research on its efficacy, suggest tips for implementation, underscore its practicality, highlight questions that remain, and supply resources where you can learn more. (As Provided).
Anmerkungen	Office of Special Education Programs, US Department of Education. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 202-245-7459; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01