Concurrent operant assessments (COAs) offer a flexible model for evaluating instructional preferences for students with persistent, escape-motivated interfering behavior. In this article, we define the critical features of COAs and review what types of questions they can address for classroom educators. We then identify and describe a series of…

This study investigates how attitudes of school leaders predict the number of physical restraints that occur in schools that serve students under IDEA. This study focuses on the attitudes of school leaders from the geographical regions of Virginia in public and private schools. The "Educational Leadership and Behavioral Interventions"…

The Zones of Regulation is a widely implemented program for social-emotional regulation, including for students with autism. To date, there is very little empirical evidence to show efficacy for the Zones of Regulation. According to standards published by the American Psychological Association, National Standards Project, and National…

Background: Building 'key skills' may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area. Method: We undertook two studies with children with an intellectual disability in school settings: (1) a cross-sectional replication…

Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediated through social skills instruction; however, social skills instruction has been fairly criticized, particularly by those in the autistic community, as…

Physical restraint is a restrictive practice used in schools across the UK and there have been recent concerns around the appropriateness and frequency of using this intervention with pupils. Current data suggest that pupils with Special Educational Needs (SEN), a vulnerable and diverse group, are experiencing the majority of physical restraint…

Premack principle, often referred to as Grandma's law, describes how individuals will perform an arduous or undesirable activity if given access to a desirable activity after the completion of the original task. Premack discovered that highly preferred restricted activities in and of themselves can be reinforcing when preceded by activities that…

This paper aims to inform other practitioners working with students with autism spectrum disorder about how to create and implement activity schedules for use in schools. This paper includes a review of research regarding the effectiveness of activity schedules on on-task behavior and the ability to transition. Creating these schedules has been…

Children with autism often display differences in functional and symbolic play and may experience barriers to social inclusion with peers in preschool settings. Therefore, interventions supporting social play between children with autism and their peers that can be feasibly implemented by teachers in inclusive settings are needed. A…

University students with dyslexia have greater anxiety than their peers without dyslexia, especially related to their academic studies. Most universities focus on mitigating the learning needs of these students, for example, providing more time during exams. Relatively little attention is paid to the psychological impact of having dyslexia. In…

Students with emotional dysregulation are not equipped with the ability to manage their own behavior. This often leads to major disruptions in the general education setting, interfering with the student's learning and the learning of others. This study examined the effects of a mindfulness-based intervention on the presence of disruptive behavior…

Special education teachers are asked to deliver high-quality instruction with compassion and care (Cipriano et al., 2016). The development of interpersonal characteristics that positively influence the quality of the interaction have been shown to be predictors of success (Callahan, 2019). Despite the critical impact of these soft skills on the…

This study explores the critical role of teacher efficacy in implementing inclusive education (IE) within China, focusing on three key dimensions: providing inclusive instruction, collaborating with colleagues, and managing student behavior. Despite China's policy-level advancements in IE, challenges persist, particularly in teacher preparedness,…

Performing newly acquired skills over time (i.e., maintenance) and across settings and stimuli (i.e., generalization) is central to what students need to accomplish in preparation for life beyond the classroom. Students, including those with emotional and behavioral disorders (EBD), need opportunities to practice for the purposes of maintaining…

Challenging behavior tends to increase in levels during adolescence for individuals with developmental disabilities (DD). If not addressed, this can lead to negative post-school outcomes for adolescents with DD. The purposes of this meta-analysis were to examine the effects of behavioral intervention in reducing challenging behaviors of…