Supporting and Responding to Students' Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators (Version 2)

Institution	Center on Positive Behavioral Interventions and Supports (PBIS)
Titel	Supporting and Responding to Students' Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators (Version 2)
Quelle	(2022), (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Evidence Based Practice; Student Behavior; Intervention; Classroom Techniques; Curriculum; Teaching Methods; Data Use; Decision Making; Self Evaluation (Individuals); Behavior Problems; Educational Practices; Data Collection; Prevention; Classroom Environment; Classroom Design; Teacher Expectations of Students; Responses; Positive Reinforcement; Discipline; Instructional Design; Relevance (Education); Interpersonal Relationship; Feedback (Response); Progress Monitoring + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Klassenführung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Bildungspraxis; Data capture; Datensammlung; Prävention; Vorbeugung; Klassenklima; Unterrichtsklima; Klassenraumgestaltung; Disziplin; Lessonplan; Relevance; Relevanz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This practice guide is an updated version of "Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers" (see ED619696) that replaces, rather than supplements, the first version. This guide summarizes evidence-based, positive, and proactive practices that support and respond to students' social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity). Within a multi-tiered system of support (MTSS) framework, educators can (1) implement these practices for all students to provide universal support (Tier 1); (2) target practices to support small groups of students with similar needs (Tier 2); and (3) intensify and individualize practices further to meet specific needs of individual students (Tier 3). These practices help educators prioritize instruction; promote meaningful and equitable outcomes; and support students' SEB and academic growth. The updated "Supporting and Responding (Version 2)" guide includes: (1) an expanded focus on support for students' social, emotional, and behavioral (SEB) growth; (2) additional practice areas (e.g., establishing positive connections, planning relevant instruction, fostering positive relationships); (3) a stronger link to targeted and individualized SEB supports; (4) an enhanced focus on staff implementation (e.g., an action planning tool, resources to monitor fidelity and access training, coaching, and feedback); and (5) updated resource links and references to empirical support throughout. [Brandi Simonsen, Jenifer Freeman, Maria Reina Santiago-Rosario, Karen Robbie, Heather George, Steve Goodman, Laura Kern, Barbara Mitchell, Robert Putnam, and Kim Yanek lead the development of Version 2.] (ERIC).
Anmerkungen	Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: https://www.pbis.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01