ABSTRACT This article focuses on exploring how expressive writing can be tied into research-based social skills training to help positively shape social skills in children with Emotional and Behavior Disorders (EBD). Scholarly resources that look at effective behavioral interventions for children with EBD, as well as those that explore the use of journaling in self-monitoring, are referenced and used in conjunction with anecdotal classroom evidence to describe how journal writing can be used to effectively help students monitor and improve their social interactions and behavior. Academic and behavioral interventions are discussed, specifically the use of reflective journaling as an intervention to increase writing participation and as a coping mechanism. This article asserts that journaling can help prevent behavioral outbursts, as well as aid in the de-escalation process after a behavioral crisis.

中文翻译：

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在情绪/行为障碍课堂上写日记对学生的好处

摘要 本文重点探讨如何将表达性写作与基于研究的社交技能培训联系起来，以帮助积极塑造情绪和行为障碍 (EBD) 儿童的社交技能。着眼于对 EBD 儿童进行有效行为干预的学术资源，以及探索在自我监控中使用日记的学术资源，都被引用并与课堂轶事证据结合使用，以描述如何使用日记写作来有效地帮助学生监控和改善他们的社交互动和行为。讨论了学术和行为干预，特别是使用反思日志作为增加写作参与的干预和应对机制。这篇文章断言，写日记有助于防止行为爆发，