Recent years have seen a range of new state policies to reduce and prevent the use of suspension and expulsion in early childhood education (ECE) settings. Policymakers in some states have worked to limit disciplinary removals in public ECE programs by restricting suspension and expulsion in early grade levels and requiring or encouraging…

Tiered response models encourage a proactive approach to identification of social-emotional needs and intervention. However, schools experience barriers to adopting and implementing such models that use data to allocate interventions. The current study examines the utility of a universal social-emotional learning (SEL) screening system embedded in…

This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21…

There is a growing body of evidence to support the benefits of physical activity on children's cognitions and behavior. Although children with ADHD are known to be at risk for deficits in cognitive processing, specifically executive functioning which controls the organization, regulation, and planning of behavior, little evidence exists about the…

For schools using School-Wide Positive Behavior Supports, the school counselor is an essential member of the implementation team. Moreover, the prevention model corresponds with the school counselor standards and the ASCA National Model. This article shows how a school counselor teams with school staff in a K-3 elementary school of 600 pupils to…

The aim of this paper was to examine the short-term and long-term effects of a curriculum-based anti-bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully-victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and…

The Good Behavior Game was modified to include a token reinforcement system (Good Behavior Game Plus Merit). It proved successful in reducing disruptive behavior and improving assignment completion in two students designated as high-risk for placement in a behaviorally impaired classroom. General Acceptability and uses of the intervention are…

Effects of intervention strategies on an autistic boy's inappropriate touching behavior were investigated. Baseline frequencies of inappropriate touching were high. A positive practice arm movements overcorrection reduced inappropriate touching significantly. An alternative response/asking for permission program was added to overcorrection…

This study, an approach to controlling "acting out" behaviors of handicapped children in elementary schools, compares the effectiveness of an operant strategy and a cognitive strategy in modifying the behavior of a seven-year-old hyperactive boy. (Author/PN)

This case study of a 7-year-old general education student with behavior problems illustrates how school personnel can implement high quality consultative services. Evaluation of a behavioral intervention (contingency contracting) indicated a significant decrease in disruptive behavior from baseline. Positive treatment effects were maintained at…

A study investigated whether an academic or a social skills intervention would be more effective in increasing academic performance and social competence and in decreasing problem behavior of 53 first-graders. Academic, social, and behavioral outcomes measures were examined. None of the interaction terms was significant for any dependent variables…

Evaluated the effects of a self-management intervention on the disruptive behavior of a first-grade student. Analysis indicated that low adult attention set the occasion for disruptive behavior. A self-management intervention, in which the child received adult attention contingent on appropriate behavior, reduced disruptive behavior. Implications…

A self-recording procedure to help three third grade behaviorally disordered students walk directly from regular to special education classes was evaluated. Students chose from an array of reinforcers for use when they had reached the classroom within a specified time. The intervention was effective in increasing the number of days students walked…

Systematic implementation of a peer-mediated self-evaluation procedure to improve the recess behavior problems of three second-grade boys was evaluated. Clear improvements in the boys' behavior were found, which were maintained as the self-evaluation procedure was systematically faded. In addition, treatment effects generalized to another recess…

Parents are unaware, or may deny the existence, of elective mutism in their children. School psychologists should inform them of the problem's severity and encourage family therapy. School personnel need to develop innovative strategies and reinforcers to ameliorate the disorder. A supportive attitude in conjunction with behavioral techniques are…