We are confident that practitioners working with students with emotional and behavioral disorders (EBD) will find this issue of Beyond Behavior (BB) on academic and behavioral interventions particularly useful. Although there is benefit for all stakeholders, we think that secondary school educators might view the lineup of this issue as particularly advantageous to help increase knowledge and impact professional practice. Of particular significance, the first two articles focus on academics, addressing effective reading instruction for secondary students with EBD. Reading competence has always been a meaningful student outcome, but today it is even more critical to educational importance given the widespread adoption of a career and college readiness curriculum and mindset. The importance of identifying effective reading interventions for secondary students with or at risk for EBD has received attention recently in the scholarly literature (Burke, Boon, Hatton, & Bowman-Perrott, 2015; Garwood, 2018). Unfortunately, and providing added rationale for publication of reading-focused intervention articles, observational research continues to suggest that students with EBD fail to receive effective, efficient, and research-based reading instruction (McKenna & Ciullo, 2016). On a positive note, the Burke et al. (2015) and Garwood (2018) reviews, along with others (McKenna, Kim, Shin, & Pfannenstiel, 2017; Popham, Counts, Ryan, & Katsiyannis, 2018) suggest that implementation of research-based interventions can have a positive impact on measurable and meaningful outcomes for students with EBD. Reading interventions demonstrating positive reading (and writing) outcomes included direct instruction reading programs and those individually incorporating repeated reading, graphic organizers/cognitive mapping, self-regulation strategies, or listening while previewing. Oral reading fluency and reading comprehension were the two most common reading outcomes targeted (Burke et al., 2015; Garwood, 2018; McKenna et al., 2017; Popham et al., 2018). In introducing this arrangement of articles, we also believe it noteworthy that this and future issues of BB include articles based on scholarly presentations made at the Teacher Educators for Children with Behavior Disorders (TECBD) conference hosted by Arizona State University. This year’s TECBD conference is scheduled for October 18th to 20th and is an excellent way for practitioners of all experience levels to improve their knowledge about effective interventions as well as engage with fellow professionals. We recommend you visit the TECBD link provided on the Conference Calendar page, which is printed at the back of each issue of BB to find out additional information. Turning now to the individual article summaries, our first article by Sara Sanders and colleagues uses the evidence-based Self-Regulated Strategy Development (SRSD) instructional framework to highlight use of one researchbased reading comprehension strategy and two researchbased classroom engagement strategies. The reading comprehension strategy is known as TWA, which is short for Think before, think While, and think After reading, and designed to teach and develop conscious cognitive processing of read material. TWA is a nine-step process for better understanding expository or informational text with a small body of empirical research with positive findings in EBD backing its use. Given that there is reason to consider the strategy but not a rich literature supporting its implementation in EBD, the authors wrap implementation within the validated SRSD framework. They also demonstrate to the reader how to incorporate the research-based effective teacher practices of providing opportunities for students to respond to instructional requests and behavior-specific praise when student actions warrant. The second article, by John McKenna and Elizabeth Bettini, also hones in on effective secondary school reading intervention practices for students with EBD, with an emphasis on fluency building through use of the repeated reading intervention. The authors begin with a strong rationale for targeting fluency-building and follow with a detailed set of steps for implementing repeated reading interventions that increase the likelihood of accurate teacher implementation and student buy-in and successful performance. Repeated reading intervention implementation includes selecting meaningful texts, setting reasonable performance goals, identifying authentic reading purposes, providing effective models, delivering useful feedback and reinforcement, and documenting student outcomes. Our third article, by Robin Ennis, provides teachers with suggestions to increase the level of academic engagement of students with disabilities in classrooms through effective implementation of group contingency programs. Group contingencies establish a relationship in which a group 781797 BBXXXX10.1177/1074295618781797Beyond BehaviorEditorial editorial2018

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学术和行为干预，重点放在中学背景

我们相信，与情感和行为障碍（EBD）的学生一起工作的从业者会发现，在学术和行为干预方面，超越行为（BB）这一问题特别有用。尽管对所有利益相关者都有好处，但我们认为中学教育者可能认为此问题的阵容对帮助增加知识和影响专业实践特别有利。前两篇文章特别着重于学术研究，着眼于针对EBD中学生的有效阅读指导。阅读能力一直是学生有意义的成果，但如今，鉴于职业和大学准备课程和思维方式的广泛采用，阅读能力对教育的重要性就变得更加重要。最近，在学术文献中已经注意到了为患有EBD或有EBD风险的中学生确定有效阅读干预的重要性（Burke，Boon，Hatton和Bowman-Perrott，2015； Garwood，2018）。不幸的是，观察性研究继续表明，患有EBD的学生未能获得有效，高效和基于研究的阅读指导（McKenna＆Ciullo，2016），并为发表以阅读为中心的干预性文章提供了更多的理由。从积极的方面看，伯克等人。（2015）和Garwood（2018）的评论，以及其他评论（McKenna，Kim，Shin，＆Pfannenstiel，2017; Popham，Counts，Ryan，＆Katsiyannis，2018）提出，实施基于研究的干预措施可以对研究产生积极影响对患有EBD的学生而言，可衡量和有意义的结果。展示积极阅读（和写作）成果的阅读干预措施包括直接指导阅读计划，以及那些单独包含重复阅读，图形组织者/认知映射，自我调节策略或在预览时聆听的计划。口语阅读流利度和阅读理解是两个最常见的阅读目标（Burke等，2015; Garwood，2018; McKenna等，2017; Popham等，2018）。在介绍文章的这种安排时，我们还认为值得一提的是，BB的这一期和以后的期将包括在亚利桑那州立大学举办的针对行为障碍儿童的教师教育者（TECBD）会议上发表的学术论文。今年的TECBD会议定于10月18日至20日举行，对于所有经验水平的从业者来说，这都是提高他们对有效干预措施的知识以及与其他专业人员互动的绝妙方式。我们建议您访问会议日历页面上提供的TECBD链接，该链接印在每期BB的背面，以查找更多信息。现在转到每篇文章的摘要，我们由Sara Sanders及其同事撰写的第一篇文章使用基于证据的自我调节策略发展（SRSD）教学框架来强调使用一种基于研究的阅读理解策略和两种基于研究的课堂参与策略。阅读理解策略被称为TWA，是阅读前思考，阅读时思考和阅读后思考的缩写，并且旨在教授和发展对阅读材料的有意识认知处理。TWA是一个九步过程，可通过少量的实证研究更好地理解说明性或信息性文本，并在EBD的使用中获得积极的发现。鉴于有理由考虑该策略，但没有足够的文献支持在EBD中实施该策略，因此作者将实施方案包装在经过验证的SRSD框架内。他们还向读者展示了如何结合以研究为基础的有效教师做法，从而在学生需要采取行动时为学生提供机会，以回应教学要求和针对特定行为的赞美。第二篇文章，由约翰·麦肯纳（John McKenna）和伊丽莎白·贝蒂尼（Elizabeth Bettini）撰写，着重探讨了针对EBD学生的有效中学阅读干预实践，重点在于通过重复阅读干预来提高流利度。作者从针对流利性培养的强烈理由入手，然后遵循一套详细的步骤来实施重复阅读干预措施，以增加教师正确实施，学生认同和成功表现的可能性。重复阅读干预的实施包括选择有意义的课文，设定合理的学习目标，确定真实的阅读目的，提供有效的模型，提供有用的反馈和强化信息以及记录学生的学习成绩。罗宾·恩尼斯（Robin Ennis）撰写的第三篇文章为教师提供了一些建议，通过有效实施团体应急计划来提高残疾学生在课堂上的学术参与水平。