Use of an Online Peer Review Tool to Support Feedback and Collaborative Skills in Preservice Teachers
Contemporary Issues in Technology and Teacher Education, Jun 1, 2021
Prompting with Wearable Technology to Increase Teaching Behaviors of a Preservice Special Education Teacher
Journal of the American Academy of Special Education Professionals, 2018
Exploring the Dynamism in the Leader/Follower Dyad
Springer eBooks, 2022
Promoting Anti-Racism Practices and the Cycle of Critical Consciousness within Positive Behavior Interventions and Supports Frameworks
TEACHING Exceptional Children
Note this manuscript has supplementary files that will only be available online and does not need... more Note this manuscript has supplementary files that will only be available online and does not need to be included in the printed version. text for online abstract: The interpretation of behavior of from marginalized backgrounds is susceptible to prejudice, bias, and racist ideology. This is especially true when evaluations include subjective assessment of perceived challenging behaviors which has historically led to overrepresentation of student from marginalized backgrounds at-risk of or with an emotional disturbance. While Positive Behavior Intervention and Supports (PBIS) frameworks are increasingly used in schools to support students behaviorally and decrease the need for special education services, students of color continue to be overrepresented as needing supports within these frameworks. One possible cause for this overrepresentation is implicit bias in evaluation and intervention of behavior for marginalized students. In an effort to increase the cultural responsiveness of P...
Using and Evaluating Daily Behavior Report Cards for Students With Challenging Behaviors
Intervention in School and Clinic, 2021
Teachers who work with students who display challenging behaviors need to implement interventions... more Teachers who work with students who display challenging behaviors need to implement interventions to support them in the classroom. A daily behavior report card (DBRC) is one intervention that research suggests can reduce challenging behaviors and replace them with more socially appropriate behaviors. With step-by-step instructions, this column describes how to implement and evaluate DBRCs to support students displaying challenging behaviors.
The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students... more The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.
Performing newly acquired skills over time (i.e., maintenance) and across settings and stimuli (i... more Performing newly acquired skills over time (i.e., maintenance) and across settings and stimuli (i.e., generalization) is central to what students need to accomplish in preparation for life beyond the classroom. Students, including those with emotional and behavioral disorders (EBD), need opportunities to practice for the purposes of maintaining and generalizing skills. With practice, students develop the ability to perform skills adequately under appropriate conditions. This article details ways to teach and get students with EBD to practice generalization and maintenance of newly acquired skills.
Toward inclusion of all learners through science education
Presentation co-presented by Georgia Southern faculty member Lacey D. Huffling with Michele Koome... more Presentation co-presented by Georgia Southern faculty member Lacey D. Huffling with Michele Koomen, Christopher Atchison, Sarah Summy, Judith S.. Lederman, Selina Bartels, Jonte’ Taylor, Catherine Koehler, Teresa Shume, Jenna Porter, Kathy Gee, Terri Hebert, Lee Smith, and Jannike Seward at Association for Science Teacher Education International Conference, Des Moines, IA. Progra
Except where reference is made to the work of others, the work described in this dissertation is ... more Except where reference is made to the work of others, the work described in this dissertation is my own or was done in collaboration with my advisory committee. This dissertation does not include proprietary or classified information.
Special educators are often considered the experts in their school when it comes to developing fu... more Special educators are often considered the experts in their school when it comes to developing functional behavior assessments (FBA) and behavior intervention plans (BIP), yet rarely are they trained much beyond basic antecedents, behaviors, and consequences (ABC). This column discusses concepts that will expand special education professionals’ knowledge to make better decisions regarding interventions for the students they serve. Specifically, the focus is on motivating operations (MO) and function-based interventions and the implications of these on behavior. Knowledge of the concept of MOs can enhance a teacher’s ability to provide evidence-based interventions and more fully developed behavioral interventions for students in their purview.
Teachers of students with emotional and behavioral disorders often struggle with increasing stude... more Teachers of students with emotional and behavioral disorders often struggle with increasing student participation while maintaining a positive classroom environment. Active student responding (ASR) occurs when a student says, writes, or engages in some observable response following a question. This article identifies and describes three electronic approaches to ASR and provides teachers with tips for effective implementation with students with emotional and behavioral disorders.
Toward Inclusion: Accessibility and Equity for All Students
Presentation cop-presented by Georgia Southern faculty member Lacey D. Huffling with Kevin Flemin... more Presentation cop-presented by Georgia Southern faculty member Lacey D. Huffling with Kevin Fleming ,Deborah Hanuscin , Michele Koomen, Sami Kahn, Judith Lederman, Dina Secchiaroli, Jonte’ Taylor, Delinda Van Garderen, and Tiffany Wild, at National Science Teachers Association Conference, St. Louis, MO
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