Early intervention supports infants and toddlers with confirmed or suspected autism spectrum disorder (ASD) in achieving optimal outcomes, and caregiver-implemented NDBIs are recommended as a developmentally appropriate intervention approach for very young children and their families. Research highlights discrepancies between early…

Attention deficit and hyperactive disorder (ADHD) refers to a neurological condition prevalent in students ages 3-17 years. General education teachers are challenged with providing efficient behavior interventions for students with pervasive symptoms of ADHD. The Individuals with Disabilities in Education Act (IDEA) incorporated a multi-tiered…

The U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students' engagement and sense of well-being. The Office of…

There are an estimated 1.5 to 2.5 million children with Attention-Deficit Hyperactivity Disorder (ADHD) in the United States. These children make up about 3-5 percent of a school's student population. Boys are diagnosed almost ten times more often than girls. Girls tend to be more inattentive and their symptoms are dismissed as those of a day…

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…

This study reports child and family outcomes from a community-based, quasi-experimental pilot trial of "Project ImPACT for Toddlers" that is a parent-mediated, naturalistic, developmental behavioral intervention for children with or at-risk for autism spectrum disorder developed through a research-community partnership. Community early…

Functional communication training (FCT) is a commonly used, often recommended intervention that involves teaching a functionally equivalent communicative response to replace challenging behavior. The purpose of this literature review was to evaluate the strength of the evidence for the use of FCT. A systematic review of the literature resulted in…

Effective in 2011, The Department of Justice implemented a change to the direct threat standard, which is part of Title II of the Americans with Disabilities Act. This change removed the threat of harm to self from the direct threat standard and potentially limits the actions that colleges can take when working with and responding to students who…

This study reports child and family outcomes from a community-based, quasi-experimental pilot trial of "Project ImPACT for Toddlers" ("PI[superscript T]"). "PI[superscript T]" is a parent-mediated, naturalistic, developmental behavioral intervention for children with or at-risk for autism spectrum disorder developed…

In the last 10 years, the prevalence of autism spectrum disorder (ASD) has increased 200 percent. Principals, special education directors, and superintendents across the country report that their schools are teaching increasing numbers of students with ASD. Educators want to provide a good and effective educational experience, but they may not be…

Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…

As states develop their accountability and improvement systems under the Every Student Succeeds Act (ESSA) they can choose high-leverage measures of school progress that, when combined with effective policies, hold promise for supporting success for the youth most marginalized by the education system. This paper suggests that to promote equity and…

The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed…

In this article, we describe and evaluate the extent to which recent changes to state-level policy are related to seclusion and restraint in schools and detail what components of comprehensive restraint and seclusion policy are indicated. We examined state policy documents and coded them for the presence of specific characteristics related to…

Stalking behavior in the workplace by individuals with Autism Spectrum Disorder (ASD) can be problematic and complicated for employers to address. Often employers have limited knowledge of the disorder and the unique social characteristics associated with ASD that place these individuals at risk for stalking. It is important that employers,…