The current review explored effective school-based intervention for children with behavioral difficulties in mainstream primary schools. A search of the literature identified 17 journal articles that investigated a variety of targeted individual and group interventions to address externalizing behaviors. Target behaviors addressed included both…

Increasingly, empathy is a topic of discussion and instruction. Often used as a synonym to describe the socially acceptable and friendly behaviors we want to see more of in our society and specifically among adolescents, empathy is being used as a catchall phrase, confusing efforts to teach people how to choose empathetic behaviors. Adolescents…

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

Challenging behaviors are linked to negative long-term developmental outcomes for young children with disabilities and remain a primary focus of service delivery for many early intervention practitioners and families. Positive Behavior Interventions and Supports (PBIS) is a tiered prevention framework that recommends evidence-based positive…

The problem addressed in this study is that, in a rural Title I public school in the Northeastern United States, administrators have struggled to implement leadership strategies to support the reduction of student discipline issues in the classroom. The purpose of the study was to investigate how administrators implement leadership strategies that…

This report of the development of an intervention in practice outlines the design, delivery, and evaluation of a tailored, school-based, group adolescent sleep intervention utilising youth participation methodology and an intervention mapping protocol as a framework. The intervention also included supplementary video support. The intervention was…

Our main purpose in this study was to investigate the levels of and the relationship between familiarity, confidence, training, and use of problem behavior interventions by special education teachers working with learners with autism spectrum disorder (ASD) in school settings. A total of 80 special education teachers in South Carolina and Virginia…

Failure to implement Tier 1 behavioral intervention strategies in the classroom leads to inappropriate special education and disciplinary referrals for Black students resulting in a loss of instructional opportunities. This project took place in an urban K-8 school with a culturally and linguistically diverse student population. In consultation…

The purpose of this exploratory study was to examine the extent that school-based speech-language pathologists (SLPs) received behavior management training and experience challenging behavior. We developed a web-based survey to address our research aims, and recruited participants via online community boards and social media. A sample of 233…

The main purpose of this study case is to investigate the contribution of the school community to the improvement of the school. In that context, a two-phase research was conducted. In the first phase, the self-evaluation process was implemented during the first year of the research with the participation of the school community. An overall…

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…

Effective use of classroom management practices is critical to creating positive classroom climates supporting students' academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows…

Guided by coping theory, the social-ecological diathesis-stress model, and the theory of intersectionality, this study examined how social and emotional learning (SEL) competencies, gender, and immigrant status contributed to the heterogeneity of the association between school victimization and substance use among 2,795 Hispanic/Latinx adolescents…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework that aims to improve school environments and promote expected behaviors among students. SWPBIS primarily targets teachers' practices, and it is currently unclear how far it affects students' perceptions of these practices, even though such…

The authors investigated whether a functional relation exists between the mindfulness-based intervention Headspace and student attentive behavior, and the perceptions of Headspace from instructors who used the intervention. The study was conducted in three classrooms with elementary-age students. The intervention was delivered via the Headspace…