This study focused on using a single case research design (SCRD) to compare the effectiveness of a child-centered group play therapy intervention to a psychoeducational group intervention (skillstreaming), and a group that received no intervention for 6 weeks. A group of 10 young children (kindergarten and Grade 1) were randomly assigned to 1 of…

Precorrection is an intervention that is a simple, systematic method of predicting and addressing inappropriate social or academic behaviors. It can be successfully be implemented for students of any age and ability, and across any setting, behavior, or academic task. This article demonstrates the use of precorrection across settings, including as…

Recent research findings (DeRosa, Fisher, & Steege, 2015) suggest that minimizing exposure to the establishing operation (EO) for destructive behavior when differential reinforcement interventions like functional communication training (FCT) are introduced may produce more immediate reductions in destructive behavior and prevent or mitigate…

Although there is substantial functional behavioral assessment (FBA) literature suggesting that function-based interventions are effective for improving problem behavior, only a limited number of studies have examined the effectiveness of function-based antecedent versus consequent interventions. Additionally, although there has been a recent…

Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School-based SPS…

Teachers do not have adequate training or support to effectively address challenging behaviors exhibited by students. The purpose of this study was to obtain insight into the benefits and challenges of a collaborative relationship between a behavior analyst and educators. The framework for this study is applied behavior analysis and its three-term…

Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered…

Although the practice of channeling students who are labeled as "academically underprepared" into developmental education courses has been a ubiquitous practice among community colleges, the vast majority of these students are not completing their developmental coursework, much less their desired credential. This research illustrates the…

Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices,…

Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…

This article examined the associations between family processes and children's development among mothers and their children participating in early intervention (EI) services. Data from mothers and their infants and toddlers (n = 100) participating in EI were analyzed using regression methods to test the predictive power of maternal depressive…

The purpose of this study was to evaluate the reliability, validity, and accuracy of scores from the Intervention Selection Profile--Function (ISP-Function): a brief functional assessment tool founded upon Direct Behavior Rating (DBR) methodology. Participants included 34 teacher-student dyads. Using the ISP-Function, teachers rated the extent to…

When students with disabilities become agitated and physically aggressive, school resource officers (SROs) are often called to assist. This article addresses the question, "What is the role of the SRO when dealing with children who already have a behavior intervention plan (BIP) in place?" Faced with an increased presence of law…

The purpose of the present study was to examine the effects of teaching self-determination skills on the externalizing behaviors of students with emotional and behavioral disorders. The Research method was quasi experimental with pre and post-test and control group. To achieve our goals, thirty students who received high scores in the Child…

Dual-factor models of mental health are increasingly supported but little is known about longitudinal trends in dual-factor mental health. The current study used latent profile analysis (LPA) to empirically identify dual-factor mental health classes at each of Grades 9 through 12 and latent transition analysis (LTA) to examine stability of classes…