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Elisabeth J. Malone; Jennifer A. Kurth; Kathleen N. Zimmerman – Beyond Behavior, 2024
While noncompliance is a concerning challenging behavior and commonly reported by educators, its measurement is likely to be invalid and inaccurate given the subjectivity of the operational definition. Engagement is offered as a more valid, accurate measurement that may provide data regarding the amount of instruction accessed by the student. In…
Descriptors: Student Behavior, Behavior Problems, Resistance (Psychology), Learner Engagement
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Blair P. Lloyd; Jessica N. Torelli; Marney S. Pollack; Emily S. Weaver – Journal of Behavioral Education, 2024
For students with severe or complex challenging behavior, incorporating hypothesis testing as a component of functional behavior assessment (FBA) is often warranted. Several hypothesis testing strategies (i.e., functional analysis, antecedent analysis, concurrent operant analysis) can confirm whether and how features of a student's environment…
Descriptors: Behavior Disorders, Severe Disabilities, Functional Behavioral Assessment, Environmental Influences
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Thomas K. Franzmann; Tyler L. Renshaw – Journal of Applied School Psychology, 2025
This article presents a structured blueprint for school psychologists to assess and intervene in cases of automatically maintained self-injurious behavior (SIB) while adhering to the Least Restrictive Environment (LRE) mandate. We outline a six-step process for conducting Functional Behavior Assessments (FBAs) of automatically maintained SIB,…
Descriptors: Self Destructive Behavior, School Psychologists, Student Behavior, Educational Legislation
Perry A. Zirkel – Communique, 2024
The central school district obligation for disciplinary changes in placement under the Individuals with Disabilities Education Act (IDEA) is to answer the question of whether the conduct at issue is a manifestation of the individual student's disability. School psychologists often play a key role in this team-based manifestation determination…
Descriptors: Federal Legislation, Equal Education, Students with Disabilities, Educational Legislation
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Samantha Riggleman; Johanna Higgins; Marla J. Lohmann – Beyond Behavior, 2025
Early childhood education teachers often feel underprepared for addressing behavior challenges in the classroom. This can limit a teacher's ability to teach academic and social skills and lead to interruptions in their educational experience such as suspensions or expulsions. Effective planning can help teachers create and manage positive learning…
Descriptors: Early Childhood Education, Early Childhood Teachers, Preschool Children, Elementary School Students