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2019•Intervention in School and ClinicRequires access

Integrating Technology for Students with Emotional and Behavioral Disorders to Promote Engagement

Shanna Eisner Hirsch, Kat D. Alves, Michelle Elizabeth Dunn

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Abstract

Students with emotional and behavioral disorders (EBD) often struggle with behavior and can display academically challenging behavior in the classroom. Therefore, teachers should consider implementing evidence-based strategies that promote desirable behavioral and academic outcomes. This article focuses on how general and special educators can use technology to deliver two evidence-based classroom management practices: (a) opportunities to respond and (b) behavior-specific praise.

About this research paper

What this paper is about

Students with emotional and behavioral disorders (EBD) often struggle with behavior and can display academically challenging behavior in the classroom. Therefore, teachers should consider implementing evidence-based strategies that promote desirable behavioral and academic outcomes. This article focuses on how general and special educators can use technology to deliver two evidence-based classroom management practices: (a) opportunities to respond and (b) behavior-specific praise.

Why it matters

OpenAlex reports 8 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

Students with emotional and behavioral disorders (EBD) often struggle with behavior and can display academically challenging behavior in the classroom. Therefore, teachers should consider implementing evidence-based strategies that promote desirable behavioral and academic outcomes. This article focuses on how general and special educators can use technology to deliver two evidence-based classroom management practices: (a) opportunities to respond and (b) behavior-specific praise.

Key concepts: Emotional and behavioral disorders, Praise, Psychology, Behavior management, Special education, Behavior change, Student engagement, Developmental psychology

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