The purpose of this study is to investigate the impact of Tootling on disruptive classroom behaviors and academically engaged behaviors within a self-contained setting of students with emotional and behavioral disorders (EBD). This study aims to answer two research questions: (1) Is there a functional relationship between Tootling and reducing the…

Imagine a day in the classroom where you can devote all your energy to student learning instead of battling challenging behavior. In "Motivated to Learn," you will gain evidence-based approaches for engaging students and equipping them to better focus in the classroom. With this book's straightforward strategies, you can learn to…

This mixed-method study explored disruptive student behaviors and administrators' support for teachers in dealing with disruptive behaviors. The researcher collected data from teachers and administrators with online questionnaires. A Pearson r correlation showed a significant relationship between disruptive student behaviors and teachers'…

Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article…

Evidence suggests that implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) with fidelity can reduce behavior problems in schools and, concomitantly, the use of school suspensions. Few studies have explored differences in SWPBIS implementation fidelity and outcomes between rural and urban schools, but research suggests…

Purpose: Over the past decade, increasing attention to the negative impacts of exclusionary discipline and disparities therein has led many state educational leaders to enact school discipline reforms. This study examined the response by school district leadership to a state's revision of guidelines for student codes of conduct. Data: This study…

Teachers are reporting poor mental health at twice the rate of other workers, presenting with a high number of stress related health problems, and losing sleep (American Federation of Teachers, 2017; Buonomo, Fatigante and Fiorilli, 2017; Sutcher, Darling-Hammond and Carver-Thomas, 2016). Additionally, many are leaving the classroom soon after…

Canine-assisted activities in schools can benefit students' educational, emotional, and social needs. Furthermore, they could be an effective form of non-clinical mental health treatment for children and adolescents. In the United Kingdom, school dogs are growing in popularity, however, little is known about how parents perceive canine-assisted…

Active supervision--defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member--is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized…

The purpose of this qualitative descriptive study was to explore how music therapists perceive the implementation of music therapy practices to build self-motivation, social learning, and regulatory behaviors of students with autism spectrum disorder (ASD) attending a Title 1 school in the Southern United States. Albert Bandura's social learning…

A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with emotional disturbance (ED). This study reports descriptive results for a sample of general and special education teachers from the northeastern United…

Self-monitoring is a promising evidence-based intervention for students who benefit from supplemental supports to stay on-task during academic periods. I-Connect, a technology-based self-monitoring intervention with a substantial body of research, allows students to discretely recognize and record their behavior on a mobile or desktop app at…

It is the position of the National Association of School Nurses (NASN) that restraint and seclusion should not be used in the school setting as a routine form of discipline. Restraints and seclusion should only be used when the child's behavior poses an imminent danger of serious physical harm to self or others (United States Department of…

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…

The problem of this basic qualitative study explored whether there is an underrepresentation of information surrounding strategies, systems, and programs special education teachers use to support students using augmentative alternative communication (AAC) and the impact said information has on student behaviors. The purpose of this basic…