{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,11]],"date-time":"2026-11-11T21:28:11Z","timestamp":1794432491350,"version":"4.9.1"},"reference-count":78,"publisher":"American Speech Language Hearing Association","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSHSS"],"published-print":{"date-parts":[[2021,1,18]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>Many speech-language pathologists (SLPs) experience challenging behaviors during service delivery and also report minimal training in effective behavior management strategies. The purpose of this tutorial is to present low-effort behavior management strategies that SLPs can adopt, adapt, and implement.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>After providing an overall rationale for effective behavior management strategies, we present two evidence-based behavior management strategies aimed at improving positive behavior and engagement. We provide descriptions, steps, and applied examples for implementing visual activity schedules and behavior-specific praise. We include three implementation scenarios and resources for SLPs to access specifically tailored to speech-language pathology practice.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusions<\/jats:title>\n            <jats:p>Visual activity schedules and behavior-specific praise are two flexible behavior management strategies that can be collaboratively created by SLPs and educators and implemented during a variety of instructional arrangements during speech and language therapy. Implementing evidence-based behavior management strategies may improve students' engagement and achievement in speech and language-focused outcomes.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2020_lshss-20-00073","type":"journal-article","created":{"date-parts":[[2020,12,3]],"date-time":"2020-12-03T21:34:13Z","timestamp":1607031253000},"page":"260-272","source":"Crossref","is-referenced-by-count":10,"title":["Tailoring Effective Behavior Management Strategies for Speech-Language Pathologists"],"prefix":"10.1044","volume":"52","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2878-7410","authenticated-orcid":false,"given":"Jason C.","family":"Chow","sequence":"first","affiliation":[{"name":"Virginia Commonwealth University, Richmond"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0271-0965","authenticated-orcid":false,"given":"Kathleen N.","family":"Zimmerman","sequence":"additional","affiliation":[{"name":"University of Kansas, Lawrence"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Reed","family":"Senter","sequence":"additional","affiliation":[{"name":"Virginia Commonwealth University, Richmond"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_1_2_1","doi-asserted-by":"publisher","DOI":"10.1002\/jaba.327"},{"key":"e_1_3_1_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/001440299906500209"},{"key":"e_1_3_1_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/019874291203700203"},{"issue":"3","key":"e_1_3_1_5_1","first-page":"324","article-title":"Enhancing social and transition behaviors of persons with autism through activity schedules: A review","volume":"43","author":"Banda D. 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