Research demonstrates that combining video modeling and visual activity schedules into video activity schedules has been effective in increasing independence for students with disabilities. However, the instructional procedures used to teach students to acquire the necessary skills to navigate those tools vary among existent research. In this…

Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children…

A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three…

Social communication deficits present in some neurodevelopmental disorders, including autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), create challenges in social, academic, and adaptive functioning throughout the lifespan. Since the number of people diagnosed with ASD with comorbid ADHD is rising, it is…

In 2009, School-Wide Positive Behavioral Interventions and Supports (SWPBIS) was introduced in the Netherlands to support schools in creating safe learning environments. In this longitudinal study, we explored effects of SWPBIS on student outcomes in the Netherlands. Fidelity of implementation of SWPBIS has been associated with improved student…

The main purpose of this study case is to investigate the contribution of the school community to the improvement of the school. In that context, a two-phase research was conducted. In the first phase, the self-evaluation process was implemented during the first year of the research with the participation of the school community. An overall…

Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…

Students with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework to support the social and behavioral needs of all students. As an evidence-based practice commonly used as…

Inclusion of students with special education needs (SEN) and especially autism spectrum disorder (ASD) into general education curricula is a challenging practice. In recent years, the practice of inclusion has been expanding within the international school community. Outside of the United States, the process of inclusion is developing rapidly due…

Progressive delay training (PDT) has been used to promote self-controlled choices (i.e., selecting a larger, later reward over a smaller, immediate reward) for people with a variety of developmental characteristics. However, the efficacy of PDT has not been evaluated in children with emotional and behavioral disorders (EBD), who often have…

Interventions that target on-task behavior are essential, as on-task behavior is linked to the amount of learning that occurs in a classroom. "On-Task in a Box" is a manualized intervention to increase on-task behavior that utilizes video modeling and self-monitoring in conjunction with group contingencies. The current study evaluated…

Traumatic events are becoming more prevalent in youth, especially considering the increase in disaster exposure, impacting the wellbeing and mental health of youth. Youth in rural communities are more adversely impacted due to a lack of access to available support and services. Interventions geared toward treating traumatic stress are needed for…

This protocol guides the What Works Clearinghouse's (WWC) systematic reviews of evidence on behavioral interventions designed to improve outcomes of students in kindergarten to grade 12. The protocol is used in conjunction with version 4.1 of the "WWC Standards and Procedures Handbooks" and version 4.1 of the "Study Review…

We created and tested a family-based intervention with families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates…

The objective of this project was to learn what elements of a systemic-focused implementation guide are key to facilitating the involvement of families and faculty in rural southeastern North Carolina elementary schools as an intervention to reduce the use of exclusionary discipline for children's externalized behavior in school. Guided by the…