TITLE

Using Narrative Logs---Understanding Students' Challenging Behaviors

AUTHOR(S)
Rao, Shridevi; Hoyer, Lynn; Meehan, Kirsten; Young, Lisa; Guerrera, Anthony
PUB. DATE
May 2003
SOURCE
Teaching Exceptional Children;May/Jun2003, Vol. 35 Issue 5, p22
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Shows how teachers can use observation and assessment to begin to understand the behavior of their students and find ways to encourage more positive behavior. Potential of narrative logs as a tool that enables teachers to go beyond enforcing compliance to understanding student needs and student perspectives; Stages of Positive Behavior Supports; Sections of narrative logs; Advantages of narrative observations.
ACCESSION #
9807836

 

Related Articles

  • Snacks and Skills: Teaching Children Functional Counting Skills. Xin, Joy F.; Holmdal, Pamela // Teaching Exceptional Children;May/Jun2003, Vol. 35 Issue 5, p46 

    Shows how two students with disabilities were able to learn and practice their counting skills in a snack delivery activity. Steps in the snack delivery activity; Assessment of student performance; Benefits of the snack delivery activity for the two students.

  • Content Area Applications. Schweder, Windy; Wissick, Cheryl A. // Journal of Special Education Technology;Spring2008, Vol. 23 Issue 2, p50 

    The article focuses on the use of video-based anchored instruction to teach functional behavioral analysis (FBA) skills. According to the author, such technique serves as an effective teaching tool for students with disabilities and eventually was extended to teacher education classrooms. Among...

  • Functional Behavior Assessment in Classroom Settings: Scaling Down to Scale Up. Scott, Terrance M.; Alter, Peter J.; McQuillan, Kathleen // Intervention in School & Clinic;Nov2010, Vol. 46 Issue 2, p87 

    Functional behavior assessment (FBA), although mandated by federal law in situations involving students with emotional and behavioral disorders, is not well defined in the literature in terms of how it should best be undertaken in widespread practice in schools. Functional behavior assessment...

  • School Completers and Noncompleters With Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers. Bear, George G.; Kortering, Larry J.; Braziel, Patricia // Remedial & Special Education;Sep/Oct2006, Vol. 27 Issue 5, p293 

    Although academic and behavioral problems place many students with learning disabilities (LD) at risk for not completing high school, we know very little about the differences between children with LD who complete school and those who fail to do so. In this study of 76 male youth (45 school...

  • A Practical Guide to Functional Behavioral Assessment. Shippen, Margaret E.; Simpson, Robert G.; Crites, Steven A. // Teaching Exceptional Children;May/Jun2003, Vol. 35 Issue 5, p36 

    Presents a practical guide to functional behavioral assessment (FBA). Factors contributing to the successful development of the FBA; Ways to find out what is prompting the student to misbehave; Relationship of FBA to a Behavioral Intervention Plan.

  • Training Teachers to Promote Pretend Play in Young Children With Disabilities. BARTON, ERIN E.; WOLERY, MARK // Exceptional Children;Fall2010, Vol. 77 Issue 1, p85 

    A multiple probe design was used to examine the relation between teachers' use of the system of least prompts, contingent imitation, and praise, and the acquisition, maintenance, and generalization of pretend play by 4 children with disabilities. The teachers' use of the intervention package was...

  • Using Multimethod-Multisource Functional Behavioral Assessment for Students With Behavioral Disabilities. Stage, Scott A.; Jackson, Hal G.; Moscovitz, Kara; Erickson, Marcia Jensen; Thurman, Stacy Ogier; Jessee, Wyeth; Olson, Erin M. // School Psychology Review;2006, Vol. 35 Issue 3, p451 

    Using multimethod-multisource functional behavioral assessment (FBA), 3 students (in kindergarten, first grade, and ninth grade) with behavioral disabilities at risk for change of placement received interventions. Indirect assessments included the Functional Assessment Checklist for Teachers and...

  • Using Teacher Narratives in the Dissemination of Research-Based Practices. Smith, Garnett J.; Richards-Tutor, Catherine; Cook, Bryan G. // Intervention in School & Clinic;Nov2010, Vol. 46 Issue 2, p67 

    Scientifically based research has been promoted in recent policies and legislation. However, the gap between research and practice in special education has prevented many students with disabilities from receiving the research-based instructional practices they require to achieve their potential....

  • How Various Forms of Data Affect Teacher Analysis of Student Performance. Utley, Bonnie L.; Zigmond, Noami; Strain, Phillip S. // Exceptional Children;Feb1987, Vol. 53 Issue 5, p411 

    Special education teachers are routinely taught to collect and analyze student performance data. Data collection and analysis are assumed to be necessary for accurate analysis of three possible trends: (a) an upward trend (when performance trend (when performance worsens). Few studies have...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics