Lael Tensfeldt, M.A.
Sonoma County Office of Education
Amory Verroulx, M.A., BCBA
Sunny Hills Services
Jennifer N. Mahdavi, Ph.D, BCBA-D.
Sonoma State University
Relying on external supports to shape the behaviors of students with emotional/behavioral disorders (EBD) is risky as these classroom supports may not generalize to internal strategies that students can use independently in the community. Two special educators approached building self-determination skills in their students with EBD from different perspectives: applied behavior analysis and sensorimotor regulation. Despite different approaches, each teacher employed consistency of language, explicit instruction, and empowering students to engage in self-management. The teachers observed that after students learned to self-manage, they did so with increasing success, resulting in fewer incidences of antisocial or unproductive behavior. The strategies each teacher used are described, emphasizing practices that both used so that other special educators may follow their examples.
To Read or Download this Article - Click Here (login required)
To Download the Entire FALL 2018 Issue of JAASEP - Click Here (login required)
AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.
If you are a member of AASEP, please login to freely access this and all archived issues of JAASEP
If you are NOT A MEMBER of AASEP or NASET you may purchase this article for $4.95 (use the Buy Now button below):
OR - Buy the entire issue of JAASEP FALL 2018 for $19.95 by using the Buy Now button below:
OR - Join AASEP Today and receive access to this and all past issues of JAASEP -
Join AASEP Here