Instructional Management for Students With Emotional and Behavioral Disorders in Remote Learning Environments

Abstract

As schools expand access to technology devices and internet connectivity improves throughout the United States, educators can utilize technology for continuity of instruction during school disruptions (e.g., out-of-school suspension, catastrophes, disasters, or illnesses). Remote learning provides students with instruction outside of the physical school setting or outside of the student’s typical classroom (e.g., in-school suspension). Because most guidance and existing instructional practices for remote learning focus on academic domains and face-to-face instruction, this article focuses specifically on leveraging technology for remote learning to support four social, emotional, and behavioral practices: (a) building relationships, (b) establishing expectations, (c) promoting engagement, and (d) making choices. Options are provided for remote instructional practices for synchronous, asynchronous, and hybrid modalities.

Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders

“…For students with EBD, who typically exhibit challenging behavior in the classroom and may struggle to successfully interact in the traditional school environment, the virtual environment may be beneficial as the use of technologies has been shown to improve outcomes for students with EBD (Cumming, 2013; Kern, 2015). When provided with explicit expectations, training, and practice via virtual instruction, students with EBD have been shown to be successful in online classroom environments (Hirsch et al, 2021; Morgan et al, 2016). These successes can be further supported with consistent communication and engagement with parents of students with EBD (Crouse et al, 2018; Hirsch et al, 2021; Smith et al, 2016).…”

“…When provided with explicit expectations, training, and practice via virtual instruction, students with EBD have been shown to be successful in online classroom environments (Hirsch et al, 2021; Morgan et al, 2016). These successes can be further supported with consistent communication and engagement with parents of students with EBD (Crouse et al, 2018; Hirsch et al, 2021; Smith et al, 2016). Incorporating parents and their cultural knowledge may enhance a student’s learning (Crouse et al, 2018; Smith et al, 2016).…”

“…Second, teachers need to examine how these practices can be transported to students’ home settings. This can be accomplished by briefly meeting with or sending home/emailing some questions to the student’s parents regarding technology accessibility, internet connectivity, and learning environment (Crouse et al, 2018; Hirsch et al, 2021; Marsh, 2018; Smith et al, 2016). As parents have become essential counterparts in the virtual teaching process, it is important that teachers solicit and integrate parents’/caregivers’ beliefs, values, and needs into virtual programming (Crouse et al, 2018; Hirsch et al, 2021; Marsh, 2018; Smith et al, 2016).…”

“…By doing this, teachers can help ensure that they are using a research-based practice while also creating learning environments where students have voice and choice (Farley et al, 2012). Research-based practices are those that have been shown to be effective as a result of rigorous research and, when implemented with fidelity, can be effective in improving academic and/or behavioral skills for students with EBD (Cook et al, 2008; Hirsch et al, 2021).…”

“…While creating culturally relevant virtual classroom expectations can be an important first step in improving student success in virtual instruction for students with EBD, there may also need to be further support from parents, as they have become a critical element of virtual learning (Archambault et al, 2010; Crouse et al, 2018; Hirsch et al, 2021; Smith et al, 2016). Parents may provide support for students with EBD in addressing behavioral issues, support motivation to engage in virtual learning, navigate the social requirements of the virtual environment, and help students engage in self-determination skills that may be necessary for success (Allen et al, 2014; Archambault et al, 2010).…”