Functional communication training (FCT) is an evidence-based treatment for behavior targeted for reduction that often combines extinction for target responses and arranges functionally equivalent reinforcement for alternative behavior. Long-term effectiveness of FCT can become compromised when transitioning from clinic to nonclinic contexts or…

Chronic absenteeism is a public health concern. School refusal due to emotional distress is one reason students exhibit chronic absenteeism. The objective of this systematic review was to determine potential aspects of interventions, in school settings or involving a school-based component, that are successful in addressing school refusal among…

Behavior analysts are concerned with developing strong client-therapist relationships. One challenge to the development of such relationships may be a reliance on technical language that stakeholders find unpleasant. Previous research suggests that some behavior analysis terms evoke negative emotional responses. However, most relevant research was…

School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a…

To prevent and address students' problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school…

The What Works Clearinghouse (WWC) is a source that is used to report the empirical evidence for interventions. The purpose of this review was to understand the presence of Black children in research that has been classified as Meeting the Standards With and Without Reservations by the WWC. Results indicated that 16 interventions met the WWC…

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…

An increasing number of preschool children exhibit challenging behavior in the classroom. Children enrolled in Head Start are particularly at risk for emotional and behavioral disorders due to numerous risk factors they face. Unfortunately, some preschool teachers are ill-equipped to manage the challenging behaviors that preschool children…

As violence, behavioral outbursts, and truancy continues to rise in classrooms across our state and nation, educators struggle to find ways to engage and connect with their students. Teachers and support staff realize that what is happening to their students outside of school is having an impact on their ability to learn. They are learning that…

Despite the clear efficacy and appeal of naturalistic developmental behavioral interventions for families of young children, they are often difficult for families to access due to the limited availability of trained service providers. In recent years, telehealth has emerged as an effective tool for overcoming issues related to access, especially…

This article evaluates the effectiveness of a multidisciplinary intensive community support service, using positive behavioural support (PBS) as a core intervention model to reduce behaviours of concern and to improve the quality of life and occupational involvement of individuals with a learning disability who present with behaviours that…

This study reports on the results of a pilot study designed to evaluate the Resilience Education Program: a brief Tier 2 intervention that includes small-group cognitive-behavioral instruction, paired with a modified Check In/Check Out procedure. Three elementary school students demonstrating early indicators of internalizing behavior concerns…

This study reports on the results of a pilot study designed to evaluate the Resilience Education Program (REP): a brief Tier 2 intervention that includes small-group cognitive-behavioral instruction, paired with a modified check-in/check-out procedure. Three elementary school students demonstrating early indicators of internalizing behavior…

This paper presents results from a randomized trial of a nudge intervention designed to encourage and enhance virtual student support. During the 2019-20 school year, randomly selected mentors in a school-based mentoring program received monthly reminders with tips for communicating with youth via text, email, and phone. Unexpectedly, the results…

Students with emotional and behavioral disorders (EBD) often exhibit disruptive behaviors in classroom, including out-of-seat behaviors, which have been found to negatively affect their overall academic achievement and social interactions and relationships with parents, typically developing peers and teachers, and increase the likelihood of being…