Recent years have seen a range of new state policies to reduce and prevent the use of suspension and expulsion in early childhood education (ECE) settings. Policymakers in some states have worked to limit disciplinary removals in public ECE programs by restricting suspension and expulsion in early grade levels and requiring or encouraging…

Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy.…

This article describes the development and use of a first of its kind statewide implementation of an adapted Early Start Denver Model (ESDM). Supported by a collaborative partnership between stakeholders that included families, state agencies, and a state university, the intervention was implemented within the existing framework of a northeastern…

This applied dissertation was designed to improve educational professionals and paraprofessionals' knowledge and skills on functional behavior assessment procedures as they relate to and assist with classroom management. Educators and school personnel are not prepared to manage challenging behaviors in their classrooms. Functional behavior…

Early intervention supports infants and toddlers with confirmed or suspected autism spectrum disorder (ASD) in achieving optimal outcomes, and caregiver-implemented NDBIs are recommended as a developmentally appropriate intervention approach for very young children and their families. Research highlights discrepancies between early…

A small rural district in the eastern United States is experiencing challenges related to meeting the diverse behavioral needs of its special education students. After out-of-district placement options were limited due to the aftereffects of COVID-19, school leaders worked together to create a specialized program within their own district to meet…

Background: Students with behavioral support needs are educated in elementary classrooms daily. However, teachers receive limited training to support students, resulting in limited preventative and intervention services for such students. It is currently unclear what types of training preservice and inservice teachers receive, their perceptions of…

Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of the board certified behavior analyst in the provision of related services. The goal of this…

The purpose of this qualitative study was to examine the perceptions of kindergarten through second grade early career teachers (ECTs) as it pertains to behavior management in elementary Title I schools and the supports they perceive they need to effectively manage disruptive behaviors of their students. This study was accomplished by a) holding a…

Despite the clear efficacy and appeal of naturalistic developmental behavioral interventions for families of young children, they are often difficult for families to access due to the limited availability of trained service providers. In recent years, telehealth has emerged as an effective tool for overcoming issues related to access, especially…

School leaders face difficult situations regarding special education discipline that may ultimately lead to costly litigation. This quantitative study design explored secondary school leaders' knowledge of special education discipline law in the five IDEA provision areas of functional behavioral assessment, behavior intervention plan,…

School leaders face difficult situations regarding special education discipline that may ultimately lead to costly litigation. This quantitative study design explored secondary school leaders' knowledge of special education discipline law in the five IDEA provision areas of functional behavioral assessment, behavior intervention plan,…

Few studies examine the effectiveness of community-based early interventions in unselected samples of autistic children, especially those from minoritized backgrounds. These types of studies require attention to strategies for recruitment, retention, data collection, and support for community providers beyond those used in university-based trials.…

Attention deficit and hyperactive disorder (ADHD) refers to a neurological condition prevalent in students ages 3-17 years. General education teachers are challenged with providing efficient behavior interventions for students with pervasive symptoms of ADHD. The Individuals with Disabilities in Education Act (IDEA) incorporated a multi-tiered…

The U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students' engagement and sense of well-being. The Office of…