Despite research linking teachers' occupational health to student outcomes, the processes through which these associations exist are unknown. In a sample of 516 teachers, four latent profiles of occupational health were identified, indicated by job stress, occupational burnout, and teaching self-efficacy: lowest occupational health (17%),…

Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study,…

To address social and behavioral problems in schools, more than 26,000 schools around the world have implemented School-Wide Positive Behavior Support (SWPBS). Previous studies have focused on the effects of SWPBS on short-term teacher-rated behavior such as office discipline referrals or academic outcomes, but no study has yet investigated…

Prenatal exposure to alcohol causes a pattern of brain-based deficits and is associated with behavioral challenges (Wozniak et al., 2019). Understanding the neurocognitive behaviors common among individuals with fetal alcohol spectrum disorders (FASD) can increase teachers' effectiveness (Tremblay et al., 2017). Environmental changes, such as…

Special education teachers are asked to deliver high-quality instruction with compassion and care (Cipriano et al., 2016). The development of interpersonal characteristics that positively influence the quality of the interaction have been shown to be predictors of success (Callahan, 2019). Despite the critical impact of these soft skills on the…

Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students' behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention…

To explore family-professional partnership within schoolwide positive behavioral interventions and supports (SWPBIS), we conducted a qualitative analysis of the perceptions of family members of students with Tier 1 and Tier 2 behavior support needs related to events that impact the quality of their communication with teachers. Family member…

For the purposes of the research, we developed a concept of structural reasons that we theoretically assume appear as typical structural reasons for violence in schools. With empirical research, we determined how primary school teachers recognise violent behaviour and how they execute moral education in the areas of the specific structural reasons…

Children with autism spectrum disorders often exhibit comorbid behavioral problems. These problems have an impact on the severity of the core symptoms, the progression of the disorder as well as on the families' quality of life. We evaluated the effectiveness of the Stepping Stones Triple P group parent training program as a supplementary…

Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their 'challenging' behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding…

Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically…

This study was carried out to test the effect of the training program developed for teachers who are involved in the education of students with ASD to enable them to provide quality education in the education and training process. To determine the teacher training needs for the treatment of problem behaviors that occur in students with Autism…

Guided practice within explicit instruction has been shown to be an effective method for teaching academic and behavioral skills to students with emotional and behavioral disorders (EBD). The support provided through guided practice allows students to acquire new skills confidently and successfully. This article provides practitioners of students…

The effects of childhood trauma are evident in urban classrooms today and adversely affect student achievement. The evidence of exposure to trauma is disruptive behavior, often resulting in a suspension from school. The school social worker or counselor is often viewed as the person responsible for implementing strategies that change student…

The purpose of this qualitative case study was to explore how the use of behavioral skills training of behavioral interventions with staff untrained in ABA influenced participants' overall experience and indicated usefulness of the training procedure in the Northwestern portion of the United States. This study was guided by the theoretical…