Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schools have lagged behind elementary schools in their adoption and implementation of PBIS. The transition from elementary to middle school is marked by a…

Although peer support arrangements are a promising strategy to promote inclusion in general education classrooms, previous studies have not addressed how paraprofessionals might implement this strategy under typical circumstances without extensive researcher involvement. In this single-case design study, four special education teachers trained and…

Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis…

Although paraprofessionals have become an increasingly integral part of special education services, most paraprofessionals lack training in evidence-based instructional strategies. We used a randomized contolled experimental design to examine the efficacy of a professional development training package and its individual components to equip 25…

Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer…