As the field moves toward adaptive and individualized behavior intervention, it is important to identify and consider relevant student characteristics as potential levers (i.e., critical factors) for improving intervention effectiveness. Motivated by previous findings suggesting that behavioral profiles and teachers' perceptions of students with…

First Step to Success (First Step; Walker et al., 1997, 1998) is a secondary-level intervention for students with behavior problems in early elementary school. The purposes of this study were to assess whether effects in student behavior and academics at posttest shown in a recent efficacy trial (Walker et al., 2009) were maintained at follow-up…

Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary…

Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…

Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students' oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral…