One successful approach for proactively reducing problem behavior is the use of a multitiered system of supports (MTSS). MTSS is usually comprised of three tiers, with an increasing intensity of support at each tier to meet student needs. Tier 1 includes preventive strategies staff implement with all students. Typically, Tier 2 behavioral…

Students with emotional and behavioral disorders continue to challenge educators, and their progress in school has not been favorable. In my experience, we have failed to implement some of the most promising practices with this group of students. In this article, I discuss three approaches, positive supports, mentoring and relationship building,…

Multi-tiered systems of support are frequently used in school settings because of their efficiency and effectiveness (McIntosh & Goodman, 2016). The rationale for multi-tiered systems of support is to provide early and systematic intervention to all students with increasing intensity of intervention provided as needed (Sugai & Horner,…

Educating children and youth with significant social, emotional, and behavioral (SEB) problems continues to pose significant challenges for special and general educators. The long-term effects of challenges this group of students experience include school dropout, mental health problems, unemployment, and high incarceration rates. To date, the…

In an earlier article (EJ1058920), Lee Kern and Joseph H. Wehby identified the reasons and process for using adaptive intensive behavioral intervention. Kern and Wehby use this article to present a fictional example of how the intervention is applied. Isaac, a 12 year old, 7th grade student at Highland Middle School, had a history of behavior…

This article describes intensive behavior intervention that is used with students who have behavioural difficulties. Joseph H. Wehby and Lee Kern report on 35 years of research in this area and note two conclusions: (1) Students with significant behavioral difficulties, including those with emotional disturbance (ED), have among the poorest social…

Recent efforts to improve American educational practices have focused on determining the efficacy of interventions and instructional practices via randomized controlled trials. Aligned with this effort, the Institute for Education Sciences (IES), the primary funding agency for experimental research in education, has organized grant funding into…

It is often said that the best intervention strategies prevent problem behaviors from starting in the first place. Two preventative strategies that teachers can use are choice making and incorporating preferred activities into classwide instruction. Not only do these strategies avoid problem behaviors, but teachers also find them easy to use in…

African American males are overrepresented among youth in special education identified as having emotional and behavioral disorders. Compared to other youth in special education, they have the least access to needed services and the worst social and academic outcomes. Little empirically supported guidance exists to inform the development of…

The authors describe a model classroom for students with severe behavioral problems that parallels regular classroom instruction while emphasizing positive expectations, relevant curriculum activities, and good teacher-student interaction. The authors also provide suggestions for controlling negative behavior in areas outside the classroom,…

The Student-Assisted Functional Assessment Interview identifies antecedent events, ecological variables, and consequences that can be modified to improve a student's classroom behavior. The assessment tool solicits information directly from students about their preferences and their appropriate and inappropriate behaviors. Interview results can…