Conducting Meaningful Transition Interviews to Benefit Students with Emotional and Behavioral Disorders

Autor/in	Yeager, Kristopher Hawk
Titel	Conducting Meaningful Transition Interviews to Benefit Students with Emotional and Behavioral Disorders
Quelle	In: Beyond Behavior, 30 (2021) 3, S.148-156 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeager, Kristopher Hawk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/10742956211021394
Schlagwörter	Behavior Disorders; Emotional Disturbances; Students with Disabilities; Interviews; Special Education Teachers; Teacher Student Relationship; Questioning Techniques; Leadership Role; Self Advocacy; Individualized Transition Plans; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interviewing; Interviewtechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Befragungstechnik; Fragetechnik; Selbstbehauptung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Students with emotional and behavioral disorders (EBD) benefit from person-centered transition planning. However, there are few practical guidelines for conducting individualized transition assessments that include interviews with this population. This article describes multiple strategies that special educators can implement to conduct interviews, develop rapport, and encourage students with EBD to take a leadership role in the transition process. Materials are provided for selecting appropriate interview topics, monitoring the use of strategies, and developing effective questions. (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	2024/1/01