Despite the potential benefits of integrating family-school partnerships into school-wide PBIS, many barriers persist that limit a school's ability to engage in meaningful family-school partnerships. These barriers to implementation suggest the importance of understanding the extent to which school teams can overcome these obstacles and promote…

Despite the potential benefits of integrating family-school partnerships into school-wide Positive Behavioral Interventions and Supports (PBIS), many barriers persist that limit a school's ability to engage in meaningful family-school partnerships. These barriers to implementation suggest the importance of understanding the extent to which school…

The Multi-Tiered System of Support (MTSS) framework, which uses a systems approach to promote school improvement and support all students in improving academics and behavior using data-based problem-solving, is a key part of the Wake County Public Schools System (WCPSS) Strategic Plan. As of 2017-18, MTSS schools were at the initial stages of MTSS…

Restorative Practices is a proactive approach to whole-school climate change based on communication and responsibility. It is an approach being developed and refined as an alternative to exclusionary and punitive "zero-tolerance" policies mandated in many schools today. In this article, Laura Mirsky of the International Institute for…

In recent years, attention-deficit/hyperactivity disorder (ADHD) has become a common pediatric diagnosis. The number of affected children increases with age, most particularly during the years of schooling and academic life, and can cause significant impairment. The nature of this disorder, the challenges of properly diagnosing it, and the…

This curriculum is designed to provide students with specific techniques for communicating more assertively and dealing with manipulative behavior more effectively. The curriculum outlines five 40-minute sessions, each including appropriate student worksheets and transparency masters. The first session focuses on distinguishing among assertive,…

A study investigated the effectiveness of an augmentative and alternative communication intervention as part of a school-wide positive behavioral support plan for enhancing the communication behaviors and reducing behavioral problems of 67 students (ages 6-21) with intellectual disabilities. After intervention, communication behaviors increased…

Paskewicz (1984) believes that the language individuals use conveys information about the possibility of change, independent of content. To test this notion, consultant-consultee verbal interactions were analyzed. Advanced doctoral students in school psychology (N=4) served as consultants; consultees were 19 parochial school teachers each of whom…

Two practice improvement projects that provided small group experiences for children with attention deficit/hyperactivity disorder (ADHD) and disruptive behavior addressed: communication, friendship, self-control, and social problem solving. One provided activities for elementary students with ADHD (treated with medication only). Another provided…

This article explores research on the use of touch with people with mental retardation and learning disabilities for the purpose of developing a staff training package. The review indicates the therapeutic role of touch and its use in behavior management and discusses the need for increasing staff awareness of the practice with this group of…

The curriculum guide consists of a set of assessment tools, curriculum decision guidelines, instructional recommendations, and sample activities focused on teaching basic social and communication skills to children with autism and severe developmental handicaps. Section One provides an introductory discussion of issues related to effective…

This teaching guide combines a multisensory approach to teaching children and adults with autism through a structured teaching model for direct instruction. Part 1, divided into three sections, discusses important links to learning: improving communication with multisensory techniques, using practical behavior management techniques to help…

This paper discusses the results from 20 interviews over 10 years with therapeutic support staff members (TSSs) who revealed practices that they successfully implemented while working in inclusionary classrooms with students who had severe behavior challenges. All of the interviewees had Bachelor's degrees in behavior modification. They all worked…

A study evaluated a 7-month cognitive behavioral intervention for facilitating social-emotional understanding and social interaction of 15 high-functioning children (ages 8-17) with autism. Intervention focused on interpersonal problem solving, affective knowledge, and social interaction. After treatment, children were more likely to initiate…

The document is intended to serve as resource information for school secretaries who interact with emotionally handicapped (EH) students. An initial section describes typical characteristics of EH students and lists examples of such negative behaviors as noncompliance, physical and verbal aggression, attention-seeking, and inadequate social…