This brief provides considerations for conducting and implementing functional behavior assessments (FBA) and behavior intervention plans (BIPs) using virtual technology. There are many situations in which virtual FBA/BIP implementation may be necessary or desired. For example, virtual FBA/BIPs can support students attending schools in areas that…

Ongoing evaluation of student progress is a key practice within tiered systems of supports. This study evaluated whether selecting an intervention influenced the number of observations participants requested before determining whether an intervention was working or a change was needed. It was hypothesized that participants who selected the…

Failure to implement Tier 1 behavioral intervention strategies in the classroom leads to inappropriate special education and disciplinary referrals for Black students resulting in a loss of instructional opportunities. This project took place in an urban K-8 school with a culturally and linguistically diverse student population. In consultation…

This article presents a structured blueprint for school psychologists to assess and intervene in cases of automatically maintained self-injurious behavior (SIB) while adhering to the Least Restrictive Environment (LRE) mandate. We outline a six-step process for conducting Functional Behavior Assessments (FBAs) of automatically maintained SIB,…

In the Next Generation Science Standards (NGSS), problem-solving skills are part of science and engineering practices for K-12 students in the United States. Evaluating these skills for the youngest learners is difficult due to the lack of established measures. This paper reports on our process of developing an observation instrument to measure…

A pretest-posttest control group design with switching replications was used to examine the effectiveness of a one-time, 75-minute behavioral skills training (BST) package. Fifty pre-service elementary general educators enrolled in a classroom management course were shown a video depicting challenging behaviors and were asked to collect…

Children experiencing behavioral challenges often receive interventions and supports across a variety of settings (e.g., home, school). Treatment fidelity data are critical to intervention decision-making, yet there has been more research related to assessing treatment fidelity in school settings than in home environments. Understanding the extent…

There is a considerable gap between evidence-based interventions intended to support students with Autism Spectrum Disorder (ASD) and current classroom practice (Anderson et al., 2018; Artman-Meeker et al., 2015). Early childhood programs and educators are in crucial need of additional support and evidence-based services that address the growing…

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student-teacher…

The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study…

In this qualitative study, 28 Latino social work graduate students were trained on Mindfulness Cognitive Behavioral Therapy (MCBT) through experiential learning. The students explored their self-perceived maladaptive behaviors through three stages of simple observation, advanced observation and intervention. The results indicated that although the…

Adolescents with autism spectrum disorder (ASD) often experience challenges with social skill interactions that may affect their quality of life. Given that parents are often the most frequent and constant presence in their child's life, parents serve a vital role in their child's social and behavioral development. For this reason, children may…

Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers…

Background: Parenting strategies such as communicating clear expectations, providing calm directions, and teaching specific skills can strengthen young children's social-emotional development. Parenting programs for children with disruptive behavior often emphasize gaining compliance via effective directives, and less on how to facilitate child…

Data from multiple school sources, including informant ratings, systematic direct observations (SDOs), and school wide data (e.g., office disciplinary referrals [ODRs]) are routinely used to guide decision making in the delivery of evidence based practices for students with externalizing and internalizing behavior problems. Over 50 years of…