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Beyond Behavior

Beyond Behavior

eISSN: 21635323 | ISSN: 10742956 | Current volume: 33 | Current issue: 1 Frequency: 3 Times/Year
Beyond Behavior (BB) addresses compelling issues related to individuals with behavioral challenges. Regular features include Practitioner friendly articles which discuss evidence-based practices for use with challenging behaviors. Published by the Hammill Institute on Disabilities and SAGE in association with the Division for Emotional and Behavioral Health.

Beyond Behavior is a peer reviewed scholarly journal designed specifically for practitioners (e.g., teachers, administrators, counselors, paraprofessionals) who work with children and youth with or at risk for emotional and behavioral disorders (EBD). The goals of Beyond Behavior are to publish articles that:

1. Describe research-informed academic and/or behavioral interventions and/or processes likely to improve meaningful outcomes for children with or at risk for EBD.

2. Develop the instructional and/or support capacities of professionals who work with children and youth with or at risk for EBD across diverse settings and programs.

3. Broaden the impact of research on practice in applied settings by making research-informed practice more accessible to diverse practitioner audiences.

As a practitioner journal, Beyond Behavior content highlights field-based practice applications directed toward children and youth with or at risk for EBD. Content also addresses real-world practice issues for professionals who serve this population. Published articles emphasize the “how to” nature of field-based practice. The practice applications and issues are informed by research to the extent practicable. Scholarship, then, helps provide practitioners with a rationale for choosing to use a practice or consider an issue. Beyond Behavior should not be considered as an outlet for manuscripts that provide detailed descriptions of an experimental research study.

Our intended audience includes all professionals who work with children and youth with or at risk for EBD. That includes preservice and inservice teachers, paraprofessionals, administrators, counselors, social workers, juvenile justice personnel, and other mental health professionals. We also believe that parents and members of the general public may find the applied content of Beyond Behavior useful.

Joe Ryan Clemson University, USA
Paul Mooney Louisiana State University, USA
Editorial Board
Peter J. Alter St. Mary's College of California
Sally Barton-Arwood Belmont University, USA
Greg Benner University of Alabama, USA
Lisa Bowman-Perrott Texas A&M University, USA
Anne Butler DePaul University, USA
Paul Caldarella Brigham Young University, USA
Andrea Capizzi Vanderbilt University, USA
Kelly M. Carrero Texas A&M University-Commerce, USA
Jonathan Chitiyo University of Pittsburgh, USA
Bryan G. Cook University of Virginia, USA
Sara Cook University of Hawaii - Manoa
Justin Cooper University of Louisville, USA
Jennifer Counts Central College, USA
Mike Couvillon Drake University, USA
Stephen Crutchfield California Polytechnic State University, San Luis Obispo, USA
Shawn Datchuk University of Iowa, USA
Cynthia F. DiCarlo Louisiana State University, USA
Lisa Dieker University of Kansas, USA
Robin Parks Ennis University of Alabama - Birmingham, USA
Lauren Evanovich University of South Florida, USA
Laura Feuerborn University of Washington, USA
Nicholas A. Gage University of Florida, USA
Blake D. Hansen Brigham Young University, USA
Kymberly Harris Georgia Southern University, USA
Shanna Eisner Hirsch Clemson University, USA
Alexandra Hollo West Virginia University, USA
David E. Houchins Georgia State University, USA
William Hunter University of Memphis, USA
Rose Iovannone University of South Florida, USA
Timothy J. Landrum University of Louisville, USA
Renee E. Lastrapes University of Houston, Clear Lake, USA
Carl J. Liaupsin University of Arizona, USA
Blair P. Lloyd Vanderbilt University, USA
João Lopes University of Minho, Portugal
Lori Lynass Northwest PBIS Network, USA
Ashley S. MacSuga-Gage University of Florida, USA
Sara McDaniel University of Alabama, USA
John William McKenna University of Massachusetts Lowell, USA
Kristine Melloy University of Northern Colorado, USA
Darcy E. Miller Washington State University, USA
Tracy Mueller University of Northern Colorado, USA
Candace Mulcahy Binghamton University, USA
Philip D. Nordness University of Nebraska, Omaha, USA
Karen O'Connor Trinity Christian College, USA
Wendy Peia Oakes Arizona State University, USA
Robert C. Pennington University of North Carolina at Charlotte, USA
Corey D. Pierce University of Northern Colorado, USA
Michael Rozalski State University of New York at Geneseo, USA
Terrance M. Scott SRI Education, Center for Learning and Development
Jill Shelnut Clemson University, USA
Clinton Smith University of Memphis, USA
Johanna Staubitz Vanderbilt University, USA
Nicole Swoscowski University of Alabama, USA
Shanon S. Taylor University of Nevada, Reno, USA
Brad Uhing Augustana University, USA
Gita Upreti University of Texas, El Paso, USA
Adam Weaver University of Nebraska - Omaha, USA
Jenny Wells University of Hawaii - Manoa
Staci Zolkoski University of Texas at Tyler, USA
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  • Before submitting your manuscript, please read and adhere to the author submission guidelines. To submit an article to the journal, please click here:

    Any questions should be directed to the editorial office:

    Editorial Office Contact Information

    Dr. Joseph Ryan
    Clemson University
    227 Holtzendorff Hall
    Clemson, SC 29634
    Office: 864-656-1531

    Dr. Paul Mooney
    Louisiana State University
    213 Peabody Hall
    Baton Rouge, LA 70803
    Office: 225-578-2360

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