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It outlines proactive, whole-school universal strategies to reduce conflicts for students with Emotional Behaviour Disorders (EBD), including building relationships, structuring routines, and minimizing unnecessary transitions. It also explains reactive planning for expectations when students re-enter mainstream classrooms, with emphasis on PBIS tiered supports, social-skills instruction, and cultivating a positive learning environment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/addressing-the-socialemotional-needs-of-students-in-a-future-without-specialized-behaviour-programs-abstract-refereed-article/595130/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/addressing-the-socialemotional-needs-of-students-in-a-future-without-specialized-behaviour-programs-abstract-refereed-article/595130.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do teachers need new strategies as specialized behaviour programs are closed?","Question",{"text":112,"@type":113},"The article argues that when programs for managing student behaviour are closed, classroom teachers must use multiple strategies to support a wider range of behaviours. Proactive and reactive planning helps maintain expectations and participation in mainstream classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What proactive measures does the article recommend for students with Emotional Behaviour Disorders (EBD)?",{"text":117,"@type":113},"It recommends minimizing conflicts through routine and structure, building relationships, and adjusting transitions and assignment timing. Teachers should also reduce unnecessary sensory output and focus instruction on key skills and meaningful goals.",{"name":119,"@type":110,"acceptedAnswer":120},"How does PBIS support a whole-school response in integrated classrooms?",{"text":121,"@type":113},"The article describes PBIS as a tiered, school-wide approach with planned preventions for at-risk and high-risk students. It aims to establish clear expectations, reward consistent behaviour, and reduce reliance on time-consuming individual modifications.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595130,1792887731,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nAddressing the Social/Emotional Needs of Students in a Future Without Specialized Behaviour Programs  \nMyles Brown  \nAbstract  \nWith the current provincial government intent on making changes to education in Manitoba, teachers need to know how this will affect their classrooms. It is today’s reality that programs directed at managing student behaviour are being closed. Without these programs, classroom teachers will need to use several strategies to support a greater range of student behaviour. Proactive measures can meet the needs of students with Emotional Behaviour Disorders (EBD) by minimizing conflicts and by providing routine and structure. Reactive measures are vital in establishing expectations for students re-entering mainstream classrooms and creating a plan for teachers to follow. The universal school strategies outlined below offer viable whole-school approaches to addressing the behavioural and educational concerns of students.  \nWhen it was proposed by the Government of Manitoba, Bill 64 raised a clear concern among inclusion support staff that low-enrolment programs are on the chopping block. Such uncertainty arises from the proposed defunding of education, and the recent closures of specialized and local programs throughout Winnipeg (Sala, 2021) . Despite the rescindment of Bill 64, it seems only a matter of time before these educational support programs are closed to save costs and to promote inclusion through fully integrated classrooms. Many approaches can lessen the potential hazards upon removal of support programs. Teachers can use proactive strategies to minimize potential conflict, and to maximize student participation and success in and out of learning opportunities. Within integrated classrooms, reactive planning will be essential to respond to the needs of all students. Such planning will establish a reference system for staff to respond to incidents with consistency and confidence. Universal school supports will be vital in transitioning away from specialized programming. Such supports can broaden service to students and alleviate the stress of already overloaded teachers.  \nProactive Strategies  \nThere are many proactive strategies that teachers can employ to support the needs of newly integrated students and make them feel valued. An ideal inclusive learning environment should instill in students a sense of safety and acceptance within various social and learning opportunities (Stegemann & Jaciw, 2018) . For students previously enrolled in specialized lowenrolment programs, coping in a new environment with a larger population can be daunting. Educators will need to take the time to build relationships with these students so as to find their strengths and to provide support for students who lack self-regulation skills (Savina, 2020) . Once teachers know what does and does not work for their students, they can make adjustments such as minimizing needless transitions, offering more time for assignments, and minimizing the sensory output of the classroom environment. What is more, teachers can begin to determine which skills and coursework are most important for individual students (Kurth et al. , 2020) . Narrowing the focus of learning and skills development can help a student to achieve meaningful goals and alleviate the anxiety of trying to match the pace of the classroom.  \nBecause of stricter scheduling and limited physical space, it will be impossible to operate a mainstream classroom as current specialized programs function. A whole-school approach can be much more efficient in managing resources to support all students (Crone et al. , 2004) . Positive Behaviour Intervention Support (PBIS) schools operate on a tiered system with a  \nprimary school-wide focus and planned preventions for students deemed both at-risk and high risk (Centre on PBIS, 2021) . These initiatives aim to minimize time-consuming individual strategies and modifications (Crone et al. , 2004) . The design i","cbCairSMTYJPfNF3","https://ap.wps.com/l/cbCairSMTYJPfNF3","pdf",127864,"English","# Proactive Strategies\n## Building inclusive, safe learning environments\n## Adjusting instruction, routines, and sensory demands\n# Whole-School Supports (PBIS)\n## Establishing expectations and reinforcing positive behaviour\n# Teaching Social and Emotional Skills\n## Social stories, case studies, and emotional regulation discussions\n# Learning Environment Factors","[{\"question\":\"Why do teachers need new strategies as specialized behaviour programs are closed?\",\"answer\":\"The article argues that when programs for managing student behaviour are closed, classroom teachers must use multiple strategies to support a wider range of behaviours. Proactive and reactive planning helps maintain expectations and participation in mainstream classrooms.\"},{\"question\":\"What proactive measures does the article recommend for students with Emotional Behaviour Disorders (EBD)?\",\"answer\":\"It recommends minimizing conflicts through routine and structure, building relationships, and adjusting transitions and assignment timing. Teachers should also reduce unnecessary sensory output and focus instruction on key skills and meaningful goals.\"},{\"question\":\"How does PBIS support a whole-school response in integrated classrooms?\",\"answer\":\"The article describes PBIS as a tiered, school-wide approach with planned preventions for at-risk and high-risk students. It aims to establish clear expectations, reward consistent behaviour, and reduce reliance on time-consuming individual modifications.\"}]","Addressing the Social/Emotional Needs of Students in a Future Without Specialized Behaviour Programs - Abstract - Refereed Article | PDF",1792080496,13]