Concern about responding to behavior problems and promoting social and emotional learning are related and are embedded into the arenas we frame to encompass the content of student/learning supports. How these concerns are addressed is critical to the type of school and classroom climate that emerges and to student engagement and re-engagement in…

Early childhood programs are becoming increasingly inclusive. What strategies can teachers use to address challenging behaviors? This article demonstrates how DAP and PBS can be blended so teachers can help children learn more positive behaviors.

This article features Positive Behavioral Interventions and Supports (PBIS), a systems-based method for improving student behavior. PBIS was developed at the University of Oregon and has been shown to work at all grade levels and be effective in districts with greater concentrations of poverty and higher percentages of "at-risk" students. It has…

This paper investigates changes in bullying behaviour among pupils in 72 Norwegian compulsory schools two years after the schools completed an anti-bullying program. A sample of 22 schools received eight lesson plans with material for staff to use to focus on the challenges of anti-bullying during this period of two years. Another sample of 22…

For many years there has been debate over Attention-Deficit/Hyperactivity Disorder (ADHD) and whether this condition, which commonly afflicts adolescent children, is a medical or social condition and whether it is exclusively an American phenomenon. This article reviews the basis of ADHD's definition, diagnosis, treatment, and educational…

This article explores isolation in early childhood education settings in the context of historical and current theories of punishment. The authors conclude that although isolation was reinterpreted in the 20th century in relation to changing theories of learning, teaching and child development, its earlier meanings have endured. (Contains 2 notes.)

Over the past decade, policymakers have enforced increasingly greater accountability demands for student achievement and zero tolerance policies. Legislators have outlined proficient measures for student achievement which includes students enrolled in general and special education classes and all ethnicities and socioeconomic levels. Schools…

Pediatric school psychology is a relatively new subspecialty in the field; however, few specific, prescribed roles have been articulated, and fewer have yielded preliminary efficacy data. In this exploratory study, the acceptability and potential efficacy of conjoint behavioral consultation (CBC) as a model for linking families, schools, and…

The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35…

Behavior problems continue to be an issue for teachers and parents to address. Studies have shown that challenging behaviors in early childhood are linked to problems in the areas of academics and socialization in adolescence and adulthood. Most schools use a reactive, consequence-based approach to behavior management. With school violence and…

Mentoring is frequently discussed as a viable approach for improving the educational and social outcomes of students at risk for learning or behavioral problems. However, little data-based evidence beyond case study has been presented regarding the effectiveness of mentoring for students at risk. Here, 16 students with emotional/behavioral…

Described in this article are outcomes, procedures, and suggestions for incorporating a dog into a classroom for students with emotional or behavioral disorders. First, the outcomes for the inclusion of a dog are presented and are reported from an empirical study conducted by the author. Next, details are provided on how teachers would initially…

Sometimes educators are puzzled by how students can demonstrate a social skill perfectly during a practice session in a social skills curriculum but fail to use the same skill in real-life situations. Students with a lack of social skills are more likely to experience teacher and peer rejection, and are more at risk for negative life outcomes,…

This article features Positive Behavioral Interventions and Supports (PBIS), a systems-based method that offers a schoolwide approach to improving student behavior. PBIS was developed at the University of Oregon and has been shown to work at all grade levels and be effective in districts with greater concentrations of poverty and higher…

Background: This study examined the effectiveness of an adaptation of an empirically-supported intervention delivered using mental health consultation to preschoolers who displayed elevated disruptive behaviors. Method: Ninety-six preschoolers, their teachers, and their primary caregivers participated. Children in the intervention group received…