Sage Journals: Discover world-class research

Abstract

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 with and at risk for EBD steps for incorporating guided practice into their instructional routine.

Keywords

academic behavior(s)emotional disturbance teaching strategies efficacy/effectiveness families/parent(s) of children/youth with EBD direct instruction

Get full access to this article

View all access options for this article.

References

Archer

A. L.

Hughes

C. A.

(2011). Explicit instruction: Effective and efficient teaching. Guilford Press.

Benner

G. J.

Kutash

Nelson

J. R.

Fisher

M. B.

(2013). Closing the achievement gap of youth with emotional and behavioral disorders through multi-tiered systems of support. Education & Treatment of Children, 36(3), 15–29. https://doi.org/10.1353/etc.2013.0018

Cooper

J. O.

Heron

T. E.

Heward

W. L

. (2020). Applied behavior analysis (3rd ed.). Pearson/Merrill-Prentice Hall.

Datchuk

S. M.

Hier

B. O.

(2019). Fluency practice: Techniques for building automaticity in foundational knowledge and skills. Teaching Exceptional Children, 51(6), 424–435. https://doi.org/10.1177/0040059919847213

Driskell

J. E.

Willis

R. P.

Copper

(1992). Effect of overlearning on retention. Journal of Applied Psychology, 77(5), 615–622. https://doi.org/10.1037/0021-9010.77.5.615

Fuchs

L. S.

Fuchs

Malone

A. S.

(2017). The taxonomy of intervention intensity. TEACHING Exceptional Children, 50, 35–43. https://doi.org/10.1177/0040059917703962

Gersten

Beckmann

Clarke

Foegen

Marsh

Star

J. R.

Witzel

(2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009–4060). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuides

Hattie

Yates

(2014). Visible learning and the science of how we learn. Routledge.

Hudson

T. M.

Hinkson-Lee

Collins

(2012). Teaching paragraph composition to students with emotional/behavioral disorders using the simultaneous prompting procedure. Journal of Behavioral Education, 22(2), 139–156. https://doi.org/10.1007/s10864-012-9167-8

10.

Hughes

C. A.

Lee

J.-Y.

(2019). Effective approaches for scheduling and formatting practice: Distributed, cumulative, and interleaved practice. Teaching Exceptional Children, 51(6), 411–423. https://doi.org/10.1177/0040059919847194

11.

Hughes

C. A.

Morris

J. R.

Therrien

W. J.

Benson

S. K.

(2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32(3), 140–148. https://doi.org/10.1111/ldrp.12142

12.

Hughes

C. A.

Riccomini

P. J.

(2019). Purposeful independent practice procedures: An introduction to the special issue. Teaching Exceptional Children, 51(6), 405–408. https://doi.org/10.1177/0040059919850067

13.

Hughes

C. A.

Riccomini

P. J.

Morris

J. R.

(2019). Use explicit instruction. In McLeskey

Maheady

Billingsley

Brownell

Lewis

(Eds.), High-leverage practices for inclusive classrooms (pp. 215–236). Routledge.

14.

Landrum

T. J.

Cook

B. G.

Tankersley

(2018). Emerging research and issues in behavioral disabilities. Emerald Publishing.

15.

Martin

A. J.

Evans

(2018). Load reduction instruction: Exploring a framework that assesses explicit instruction through to independent learning. Teaching and Teacher Education, 73, 203–214. https://doi.org/10.1016/j.tate.2018.03.018

16.

McLeskey

Barringer

M.-D.

Billingsley

Brownell

Jackson

Kennedy

Lewis

Maheady

Rodriguez Scheeler

M.-C.

Winn

Ziegler

(2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.

17.

Mercer

C. D.

Mercer

A. R.

Pullen

P. C.

(2011). Teaching students with learning problems (8th ed.). Pearson Education.

18.

Morano

(2019). Retrieval practice for retention and transfer. Teaching Exceptional Children, 51(6), 436–444. https://doi.org/10.1177/0040059919847210

19.

Prater

M. A.

(2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. SAGE.

20.

Rosenshine

(1995). Advances in research on instruction. The Journal of Educational Research, 88(5), 262–268. https://doi.org/10.1080/00220671.1995.9941309

21.

Rosenshine

(1997, August 1). The case for explicit, teacher-led, cognitive strategy instruction [Paper presentation]. American Educational Research Association Annual Meeting, Chicago, IL, United States.

22.

Ryan

J. B.

Pierce

C. D.

Mooney

(2008). Evidence-based teaching strategies for students with EBD. Beyond Behavior, 17(3), 222–229.

23.

Smith

J. L. M.

Sáez

Doabler

C. T.

(2018). Using explicit and systematic instruction to support working memory. TEACHING Exceptional Children, 50(4), 250–257. https://doi.org/10.1177/0040059918758151

24.

Sweller

(2012). Human cognitive architecture: Why some instructional procedures work and others do not. In Harris

K. R.

Graham

Urdan

(Eds.), APA educational psychology handbook (pp. 295–325). American Psychological Association.

25.

Weaver

A. D.

McKevitt

B. C.

Farris

A. M.

(2017). Using multiple-stimulus without replacement preference assessments to increase student engagement and performance. Beyond Behavior, 26(1), 5–10. https://doi.org/10.1177/1074295617694410

Using Guided Practice for Students With EBD Within Explicit Instruction

Abstract

Keywords

Get full access to this article

References