Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the…

Over the last 25 years, researchers, practitioners, and policymakers have consistently recognized the need for a comprehensive approach to school safety. However, identifying the key components of a comprehensive approach and the ideal way to balance and implement those components has proved challenging. To address this challenge, the National…

Opportunities to respond (OTR) offer a useful approach to actively engage all students, including those with emotional and behavioral disorders, by enhancing their learning experiences and effectively reducing student problematic behavior due to lack of academic engagement. In this article, we discuss common challenges faced by teachers in…

The Multi-Tiered System of Support (MTSS) and its effects are described in this article. The effects of MTSS are associated with improved academic outcomes across various domains, reduced behavioral issues, and enhanced social and emotional development. MTSS also promotes equity by addressing the diverse needs of all students from various…

Overwhelming events such as neglect, abuse, and violence impact students in a number of ways. Typically, students who have experienced trauma demonstrate significant deficits in skills that promote emotional and behavioral regulation. When these deficits are displayed in the classroom, learning can be significantly disrupted for the survivor and…

American youth face an acute crisis of belonging, marked by increasing alienation, anxiety, and absenteeism among students, that jeopardizes their educational experiences, mental health, and future success. Educators, policymakers, and community leaders are called upon to develop a strategic and comprehensive response. This brief contains…

Students with disabilities benefit from positive behavioral interventions and supports (PBIS; Meyer et al., 2021). The use of school-wide and class-wide positive behavioral interventions and supports (PBIS) shows promise in helping educators to integrate evidence-based practices for the benefit of all students, including those diagnosed with…

Currently many schools engage in a systematic process, called a Multi-Tiered System of Support (MTSS), that simultaneously accounts for every student's academic progress and instructional needs. A central tenet of an MTSS framework is providing remedial, increasingly intensive, small group instruction to students who are not demonstrating…

Multi-Tiered System of Supports (MTSS) is a useful framework designed to address diverse needs of students and has great potential for twice-exceptional (2e) students, or gifted students with disabilities. By integrating academic, behavioral, social-emotional, and collaborative components, MTSS provides targeted interventions through its tiered…

In response to the call for inclusion, teachers are now managing challenging behavior in the general education classroom at increased rates. Co-teaching has been relied on by many teachers in order to create more inclusive classrooms, however, teachers continue to report feeling ill-prepared to manage student behavior effectively. Although many…

Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In…

This policy brief explores the growing concern around student behavior and school discipline, particularly in the wake of the COVID-19 pandemic, which exacerbated existing inequities and increased trauma for students and educators. It highlights the long-standing conflation of school safety and school discipline--distinct but often treated as…

Traumatic brain injuries (TBIs), including concussions, occur with relative frequency among youth (National Electronic Injury Surveillance System, 2016). TBI symptoms vary by severity but are generally categorized as emotional, cognitive, sleep, or physical difficulties. Common emotional symptoms reported by students include feelings of…

The term "self-regulation" (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step…

Supporting evidence and intervention resources for addressing childhood trauma are growing, with schools indicated as a potentially critical system for service delivery. Multiple points for prevention and intervention efforts in schools are possible, but in this manuscript, we review evidence on trauma-specific interventions targeted to students…