The U.S. Department of Education defines physical restraints as a restriction that immobilizes or reduces the ability to move torso, arms, legs, or head freely. Because of the inherent dangers of physical restraints, their use is strictly regulated in most hospitals, prisons, and public law enforcement settings. Although students have died in…

An array of federal, state, and local laws and policies come into play when situations arise that could compromise student safety. These laws and district policies combine to form an intricate and sometimes inconsistent patchwork of protocols that schools must follow. Robert Kim discusses the interplay between federal, state, and local laws…

In contrast with professional norms and best practices, the legal requirements for functional behavioral assessments (FBAs) and behavior intervention plans (BIPs) are meager in scope and specificity (Collins & Zirkel, 2017). Section 504 of the Rehabilitation Act makes no mention of FBAs or BIPs, and the Individuals with Disabilities Education…

Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy.…

This article summarizes Allen and Roberts's (2024) study on school psychologists' practices and perceptions regarding manifestation determination reviews (MDRs). It emphasizes the critical role of MDRs in protecting the rights of students with disabilities and highlights the challenges faced by school psychologists in this high-stakes process.

Despite the long-term negative outcomes associated with restraining and secluding students, these practices are frequently used in schools, with disproportionate use on students with disabilities. Based on recent guidance from the U.S. Justice Department's Civil Rights Division, misusing these practices violates student rights under the Americans…

This article presents a structured blueprint for school psychologists to assess and intervene in cases of automatically maintained self-injurious behavior (SIB) while adhering to the Least Restrictive Environment (LRE) mandate. We outline a six-step process for conducting Functional Behavior Assessments (FBAs) of automatically maintained SIB,…

Behavior threat assessment and management (BTAM) is a process for identifying students who pose a threat of violence. When BTAM results in a removal from school (e.g., suspension, expulsion, hospitalization), teams need to plan for the student's potential return. This article describes best practices for reintegrating a student into school…

Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging…

In July 2022, the United States Department of Education Office for Civil Rights issued guidance on supporting students with disabilities and avoiding the discriminatory use of student discipline under Section 504 of the Rehabilitation Act of 1973. The purpose of this guidance is to remind schools of their obligations under the law specific to…

The purpose of this qualitative study was to examine the perceptions of kindergarten through second grade early career teachers (ECTs) as it pertains to behavior management in elementary Title I schools and the supports they perceive they need to effectively manage disruptive behaviors of their students. This study was accomplished by a) holding a…

Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious behaviors are more likely to be restrained or secluded in school. Since many students with autism spectrum disorder exhibit one or more of these…

The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student's disability is related to the suspending behavior. An…

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…

In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school…