Intensifying Interventions for Students with Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise

Autor/inn/en	Chen, Chin-Chih; Sutherland, Kevin S.; Kunemund, Rachel; Sterrett, Brittany; Wilkinson, Sarah; Brown, Christerralyn; Maggin, Daniel M.
Titel	Intensifying Interventions for Students with Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise
Quelle	In: Journal of Emotional and Behavioral Disorders, 29 (2021) 1, S.56-66 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Chen, Chin-Chih) ORCID (Sutherland, Kevin S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426620953086
Schlagwörter	Behavior Problems; Emotional Problems; Special Education; Best Practices; Evidence Based Practice; Intervention; Expertise; Students with Disabilities; At Risk Students; Educational Practices; Delivery Systems; Teacher Role; Student Characteristics; Context Effect; Student Needs + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Expert appraisal; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungspraxis; Auslieferung; Lehrerrolle
Abstract	We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to implement standardized EBPs with fidelity. Yet, students with significant difficulties tend to have problems that reflect a complex set of changing factors that require carefully tailored and coordinated interventions that are adapted to students' ongoing dynamic needs. To address this issue, we discuss the concept of practice elements (PEs) as a foundation for identifying intervention strategies, and we consider how the concepts of adaptive expertise (AE) can help guide the selection of PEs and implementation and modification of multistrategy approaches to increase responsiveness to students with emotional and behavioral problems. Implications for service delivery and future research are considered. (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