Cognitive Behavioral Intervention Approach
Cognitive Behavioral Intervention Approach Designed for students diagnosed with emotional and behavioral disabilities (EBD) there are a numerous amount of intervention strategies and methods that can be used to implement and help students build their self-management skills. These intervention strategies are used with the intention of students ultimately learning how to control their behaviors in and out of school. Consequently, self-sufficient intervention approaches are a supported and efficient method of delivering pertinent and significant supports to students with EBD. Advocates of cognitive behavioral intervention (CBI) substantiate the communal correlation amid views and behaviors as a central credence of their method. Students engross in self-management methods when utilizing CBIs. Strategies included in CBIs are self-instruction, self-monitoring, self-reinforcement, self-control, and self-evaluation (Yell, Meadows, Drasgow, & Shriner, 2009).
Procedures of Cognitive Behavioral Intervention Cognitive behavioral interventions educate students on ways to govern their personal feelings and behaviors through reinforcing instruction strategies that encourage appropriate actions. Through the implementation of CBIs, students are engrossed in self-reflection, recounting and reinforcement. In most cases of behavioral management strategies, educators are made responsible for observing students, collecting data and reinforcing appropriate behaviors. During the course of CBI, students may accomplish three procedures, thus stimulating their independence, self-management, and an accountability for their actions (Yell, Meadows, Drasgow, & Shriner, 2009). When CBI is introduced, students must document the frequency of the specific target behavior/s that are occurring. Researchers have found that self-monitoring behavior is an exceedingly sufficient way of endorsing constructive exchanges amid an assortment of learners (Stonecipher, 2012). Students must know how to
Procedures of Cognitive Behavioral Intervention Cognitive behavioral interventions educate students on ways to govern their personal feelings and behaviors through reinforcing instruction strategies that encourage appropriate actions. Through the implementation of CBIs, students are engrossed in self-reflection, recounting and reinforcement. In most cases of behavioral management strategies, educators are made responsible for observing students, collecting data and reinforcing appropriate behaviors. During the course of CBI, students may accomplish three procedures, thus stimulating their independence, self-management, and an accountability for their actions (Yell, Meadows, Drasgow, & Shriner, 2009). When CBI is introduced, students must document the frequency of the specific target behavior/s that are occurring. Researchers have found that self-monitoring behavior is an exceedingly sufficient way of endorsing constructive exchanges amid an assortment of learners (Stonecipher, 2012). Students must know how to
References: Smith, W. (2002). Applying Cognitive Behavioral Techniques to Social Skills Instruction. ERIC/OSEP Digest (#E630). Retrieved from http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyStep/e630.pdf Stonecipher, C. (2012). Cognitive Behavior Intervention. Retrieved from http://growth-development.knoji.com/cognitive-behavioral-intervention-approach/ Robinson, T. (2007). Cognitive Behavioral Interventions: Strategies to Help Students Make Wise Behavioral Choices. Beyond Behavior, 17(1), 7-13. Retrieved from Education Research Complete Database. Yell, M.L., Meadows, N.B., Dragsgow, E., & Shriner, J.G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Upper Saddle River, NJ: Merrill/Pearson. ISBN-13:978-0130968234