Self-Monitoring Interventions for Students with EBD: Applying UDL to a Research-Based Practice

Autor/inn/en	Cook, Sara Cothren; Rao, Kavita; Collins, Lauren
Titel	Self-Monitoring Interventions for Students with EBD: Applying UDL to a Research-Based Practice
Quelle	In: Beyond Behavior, 26 (2017) 1, S.19-27 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/1074295617694407
Schlagwörter	Emotional Disturbances; Behavior Disorders; Access to Education; Self Management; Intervention; Special Education; Cues; Student Behavior; Fidelity; Evidence Based Practice; Behavior Modification; Teaching Methods; Individualized Instruction + Suchen Sie Ihr Suchwort? Gefühlsstörung; Education; Access; Bildung; Zugang; Bildungszugang; Selbstmanagement; Special needs education; Sonderpädagogik; Sonderschulwesen; Stichwort; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht
Abstract	Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how the Universal Design for Learning framework can be used to design individualized self-monitoring interventions for students with EBD while still maintaining core components of the intervention. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01