Crisis intervention programs have been developed to help educators be better prepared to prevent and respond to students in crisis. Schools spend millions of dollars for the use of these commercial programs, many of which are based on the principles of the Cycle of Acting Out Behavior (Colvin & Scott, 2015), which is considered the "gold…

Behavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a "targeted" intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the…

Professional development for educators is often not evidence-based and insufficient to improve classroom management skills. Video-analysis has been shown to be effective at improving pedagogy of classroom teachers. We expanded on prior literature by using an early childhood general education teacher. A multiple baseline design across behaviors was…

Research has suggested that students from underserved and underrepresented backgrounds (e.g., students of color and those with disabilities) have received higher rates of exclusionary discipline (e.g., suspensions and expulsions) than their peers who are White and without disability. Various interventions have been implemented to address this…

To date, most studies seeking to explore the impact of COVID-19 school closures on student outcomes have focused on cognitive/academic losses. This study explores changes in adaptive behaviors experienced by children and youth with autism spectrum disorders or other developmental disabilities when in-person, one-to-one behavior training was…

This study investigated the effectiveness of cognitive-behavioral therapy (CBT) on math anxiety and math self-concept in elementary school students using an experimental design. For this study, we selected 30 students with high mathematics anxiety and low mathematics self-concept from a larger sample of 142 elementary school students in Arak City,…

The most common behaviors eliciting a student referral for special education evaluation related to emotional disturbance (ED) are adult- and peer-targeted aggression. Curiously, the word aggression, which is an externalizing behavior, does not appear anywhere in the federal description of ED. Despite the lack of clarity surrounding definitions, as…

A pretest-posttest control group design with switching replications was used to examine the effectiveness of a one-time, 75-minute behavioral skills training (BST) package. Fifty pre-service elementary general educators enrolled in a classroom management course were shown a video depicting challenging behaviors and were asked to collect…

American education has been threatened by low student achievement, high teacher attrition, and proficient teacher shortages for decades. Disruptive classroom behaviors are the primary contributor to teacher attrition and the interlinked dichotomy, but relative to special education, general education lacks both competent teacher preparation and…

Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010; Chaplain, 2008; Coronado, 2011; Paquette & Rieg, 2016; Rieg, Paquette, & Chen, 2007; Schlichte, Yssel, & Merbler, 2005; Vesely, Saklofske, &…

Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts learning environments and requires significant attention and time from staff. Existing interventions to address elopement behavior lack…

Students requiring Tier 2 behavioral supports frequently display behavioral deficits in multiple domains (e.g., emotional symptoms and peer problems). The Tier 2 framework developed by McDaniel, Bruhn, & Mitchell (2015a) is a responsive structure for identifying and intervening at Tier 2. This process is described with a practical case example…

Addressing racial disparities in school discipline is an urgent and widespread issue facing US schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated schoolwide practices. Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and…

The research base for Check-in, Check-out (CICO), a targeted behavioral intervention within a schoolwide positive behavioral interventions and supports framework, is growing. However, little has been written about its application in therapeutic alternative programs. To extend the literature base, the current article describes a study conducted…

The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral functions were identified through indirect, descriptive, and experimental assessment. Participants included three preschool-age children in three center-based classrooms in a…