Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school…

Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and…

The purpose of this generic qualitative study was to explore middle school and/or high school teachers' experience and decision-making processes regarding writing disciplinary referrals for African American students demonstrating disruptive behavior in the classroom. "How do teachers describe their experiences and decision-making processes in…

Teachers often receive little formal training in how to effectively intervene when a student is behaving in a non-productive manner. Research shows that punitive consequences are usually not effective and are connected to negative outcomes for students. This study aimed to provide teachers with a working knowledge of Scott and Colvin's…

Students' misbehaviors at younger ages can lead to more significant issues at the high school level such as dropping out, drug and alcohol abuse, and incarceration. The purpose of this study was to examine high school students' perceptions of positive reinforcement and punishment practices in their high school's behavior system. Two specific…

Access to inclusive school settings is associated with many benefits for students with intellectual and developmental disabilities in the areas of academics (Agran et al., 2020; Kurth & Mastergeorge, 2010), social skills (Kleinert et al., 2015; Lyons et al., 2011; Schwab et al., 2015), and communication skills (Ballard & Dymond, 2017;…

Various social changes have influenced family and school, these two important institutions, reducing in this way the efficacy of the strategies implemented by teachers in achieving a successful management of the classroom. This is the reason why conducting research on "individual's behavior" is being paid more attention recently, as a…

A classroom guidance curriculum following the dialectical behavior therapy skills training for emotion problem solving for adolescents (DBT STEPS-A) was evaluated using a pretest-posttest nonequivalent groups quasi-experimental design. Data from 94 ninth-grade students (42 treatment, 52 control) enrolled in a rural high school were analyzed via…

Self-management has been shown to be effective for increasing the on-task behaviors and decreasing the problem behaviors of students. However, little is known regarding the individual and combined effectiveness of the components of self-management. This study applied the logic of a component analysis to add the four major self-management…

Teachers continue to struggle with challenging behaviour, and because of this, many leave the field shortly after being hired. In order to respond appropriately to such challenges, teachers must understand why students misbehave. This case study analysed what four high school teachers considered challenging behaviours in their classrooms. The most…

Secondary public education for students with severe disabilities offers some of the last opportunities for improved social/behavioral skills, activities of daily living, and cognitive/academic instruction. The problem is that thorough descriptions of self-contained classroom ecology and teachers' use of evidence-based strategies are limited.…

Daily behavior report cards (DBRCs) have shown promise in reducing problematic classroom behaviors. The effectiveness of DBRCs has been used widely examined with respect to students with attention deficit hyperactivity disorder, specific learning disabilities, and other high incidence disabilities. Past research has primarily focused on students…

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers…

Group contingencies have been indicated to be effective in reducing disruptive behavior and increasing academic engagement in school settings. Previous research has demonstrated their efficacy with a wide range of student ages, but there have been few studies with older students who engage in severe disruptive behavior. In the current study, we…

Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies…