Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Behavior Modification | 2 |
| Learning Activities | 2 |
| Prompting | 2 |
| Skill Development | 2 |
| At Risk Students | 1 |
| Behavior Disorders | 1 |
| Behavior Problems | 1 |
| Case Studies | 1 |
| Deaf Blind | 1 |
| Direct Instruction | 1 |
| Emotional Disturbances | 1 |
| More ▼ | |
Author
| Dexter, Douglas D. | 1 |
| Greenfield, Robin | 1 |
| Hunter, William | 1 |
| Hyte, Holly A. | 1 |
| Morris, Jared R. | 1 |
| Nelson, Catherine | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMorris, Jared R.; Dexter, Douglas D.; Hunter, William – Beyond Behavior, 2021
Guided practice within explicit instruction has been shown to be an effective method for teaching academic and behavioral skills to students with emotional and behavioral disorders (EBD). The support provided through guided practice allows students to acquire new skills confidently and successfully. This article provides practitioners of students…
Descriptors: Emotional Disturbances, Behavior Disorders, Skill Development, Behavior Modification
Nelson, Catherine; Hyte, Holly A.; Greenfield, Robin – American Annals of the Deaf, 2015
Self regulation has been identified as essential to school success. However, for a variety of reasons, its development may be compromised in children and youth who are deafblind. A single-case multiple baseline study of a child who was deafblind examined the effects of three groups of evidence-based interventions on variables thought to be…
Descriptors: Self Control, Deaf Blind, Case Studies, Intervention
