Using Behavioral Interventions to Build Relationships with Students with Challenging Behavior

Autor/inn/en	Collins, Lauren W.; Landrum, Timothy J.
Titel	Using Behavioral Interventions to Build Relationships with Students with Challenging Behavior
Quelle	In: TEACHING Exceptional Children, 55 (2023) 3, S.188-197 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collins, Lauren W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599221085727
Schlagwörter	Intervention; Behavior Modification; Teacher Student Relationship; Student Behavior; Behavior Problems; Students with Disabilities; Special Education Teachers; Classroom Techniques; Positive Reinforcement; Personal Autonomy + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Klassenführung; Individuelle Autonomie
Abstract	A tremendous amount of evidence supports the importance of building relationships between educators and students (Kincaide et al., 2020). Because of this, there is an emerging focus in both research and practice on how student-teacher relationships are assessed, the impact of these relationships on student outcomes, and methods for building and maintaining them. Similarly, an abundance of evidence supports the effectiveness of interventions that are primarily behavioral in nature to improve social, behavioral, and academic outcomes for all students, especially for those students who demonstrate challenging behavior in school (A. Lee & Gage, 2020). Although it may seem behavioral interventions are inconsistent with interventions focused on forming meaningful and authentic relationships, there are in fact several strategies that can be effective in directly addressing challenging behavior while also laying the foundation for a positive and therapeutic student-teacher relationship (Kennedy & Haydon, 2021). Five specific interventions compatible with both improving student behavior and building positive student-teacher relationships (positive greetings at the door [PGD], behavioral momentum, increased opportunities to respond [OTR], instructional choice, and behavior-specific praise [BSP]) are described. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01