The current case study sought to evaluate if reinstatement, the recurrence of previously extinguished behavior following delivery of reinforcers (Reid, "British Journal of Psychology", 49, 202-209, 1958), would be observed in manding, an appropriate communication response, and to evaluate if reinstatement would be observed across…

Educators rarely inform function-based behavior plans with results from functional analyses. Barriers to conduct functional analyses in school settings may include lack of resources, time, and training. Trial-based functional analyses (TBFAs) may circumvent some of these barriers because they can be embedded into ongoing classroom routines,…

Demand fading involves the removal and gradual reintroduction of demands and has been shown to effectively reduce escape-maintained challenging behavior. However, it is currently unclear if there are common demand fading practices when demand fading is used as an initial intervention rather than as a method for schedule thinning after another…

Naturalistic developmental behavioral interventions (NDBIs) are considered one of the best practices for autistic children and their families. Most NDBIs include a component of providing training and/or coaching to caregivers to enhance skill acquisition and generalization. The procedures to implement these NDBIs are often clearly delineated in…

Noncontingent reinforcement (NCR) is an effective behavioral intervention when implemented consistently. NCR may be particularly well-suited for use in schools because of its perceived ease of use. However, previous laboratory research suggests that NCR may not maintain therapeutic effects if implemented inconsistently. Inconsistent implementation…

In the context of problem behavior, treatment integrity refers to the extent to which a behavioral intervention is implemented as intended. Treatment-integrity errors may lead to relapse of problem behavior. For example, omitting reinforcers can lead to increases in problem behavior called resurgence. Researchers have previously described the…

Classroom management can be a significant challenge for teachers, especially novice teachers who report classroom management as their highest need for professional development. School districts are often left with the burden of providing such professional development but typically need more time and resources to provide extensive coaching. There…

In undergraduate teacher education programs, student-educators may receive limited training in the implementation of communication-based, evidence-based instructional practices (CB-EBIPs). As a result, CB-EBIPs may not be utilized at ideal levels in the education of students with extensive support needs (ESN). An extensive body of research has…

Challenging student behavior can have negative consequences for both educators and students. Although effective behavior management strategies can improve student behavior, they are not consistently implemented with fidelity. The purpose of this exploratory mixed-methods study is to investigate which resources educators and other school personnel…

Children with autism spectrum disorder (ASD) have communication deficits that lead to difficulties in expressing their needs and establishing relationships with others. Parent-mediated intervention is a method to improve communication skills of children with ASD. The purpose of this study was to evaluate the effects of parent-mediated multimodal…

Novice teachers are more likely than their more experienced counterparts to leave the field teaching, which further exacerbates the national teacher shortage. This creates a need to take concerted steps to prepare and retain novice teachers. The Every Student Succeeds Act emphasizes using evidence-based classroom and behavior management practices…

A withdrawal design was used to evaluate the effects of a tootling intervention targeting a specific, recently trained social skill, providing compliments, displayed by first-grade students while they engaged in a regularly scheduled, small-group math activity. The tootling intervention, called the Catching Compliments Game, included publicly…

In the current study we used telehealth to train six educators from three rural schools to conduct multiple stimulus without replacement (MSWO) preference assessments. Three of the educators were subsequently trained to implement functional analysis (FA) of problem behavior. Behavioral skills training (BST) was used to teach each educator to…

The present pilot study explored the feasibility, acceptability, and efficacy of a multicomponent social narrative intervention to teach behavioral expectations. We conducted a multiple probe design across three children to evaluate the effects of the intervention on student behavior. In addition, we measured the fidelity of teacher implementation…

The Good Behavior Game (GBG) and a common variation referred to as the Caught Being Good Game (CBGG) are two well-established group contingency classroom management procedures. However, there have been few comparison studies of the two procedures, and none have been conducted with students older than kindergarten or those who engage in severe…