Social Dynamics Management: What Is It and Why Is It Important for Intervention?

Perceived Social Standing in Assisted Living Communities: A Mixed-Methods Study of Social Hierarchies Among Residents

“…Interventions designed to address potentially damaging social hierarchies often target the social context of classrooms. These interventions typically incorporate social skills training, teacher education, or cooperative learning (Farmer et al, 2018). Applied to AL, this literature suggests that interventions at the resident-, staff-, and community-level may help address potentially damaging social dynamics and resident hierarchies.…”

Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology

“…Teachers should be aware that as they intervene with a student in one domain of school functioning, other domains may influence or be influenced by the intervention (Farmer, Sutherland, et al, 2016). From this perspective, interventions within an MTSS framework should focus on students’ response to an intervention not only with regard to the focal target behavior but also with regard to the impact on other key developmental process variables (e.g., school belonging, bullying involvement, perceptions of the academic, and peer ecology) and the organization of critical variables operating as a system (Farmer et al, 2018; Sutherland et al, 2018). This is likely to be beyond the understanding, training, and skill sets of many general educators.…”

Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise

“…Along with flexibility, metacognition is a critical dimension of adaptation (Lin et al, 2005), which allows educators to understand the strengths and areas of needed improvement within their own instruction and interactions with students. During the problem-solving process, instead of systematically utilizing standardized, built-in, and efficient procedures to solve familiar problems, teachers go beyond routine competencies and procedural efficiency, recognize the complex and dynamic nature of student behavior, and modify interventions responding to student needs (DeArment et al, 2013; Farmer et al, 2018). The accumulation and integration of experience and conceptual knowledge can further develop experts’ flexibility to solve novel or complicated problems (Hatano & Inagaki, 1986; Hatano & Oura, 2003).…”

“…Behavioral factors include antecedents, consequences, setting events, motivating operations, and behavior related norms (Gunter et al, 1994; Shores & Wehby, 1999; Wehby & Kern, 2014). Social factors include social skills, interactional patterns, social roles, peer relationships and affiliations, bullying involvement, student–teacher relationships, and social norms (Farmer et al, 2018; Trach et al, 2018). To address the multifaceted needs of students with EBD, it is important to tailor strategies focusing on the interplay of multiple factors both within the student and between the student and particular contexts.…”

“…Interaction patterns may emerge in classrooms between students, their peers, and teachers that operate to elicit, reinforce, and maintain problem behavior (Gunter et al, 1994; Sutherland et al, 2008; Wehby et al, 1995). It is necessary to not only intervene with students, but also with interactional process and context factors that support students’ behavior (Farmer et al, 2018; Trach et al, 2018).…”