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…

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…

It has been 10 years since No Child Left Behind (NCLB), with its emphasis on scientifically based instruction as a means for improving the educational outcomes of students, was signed into law. In this article, we review the basic tenets of evidence-based practice as they apply to education as well as the progress that has been made in…

In this article, the authors provide an overview of behavior screening tools available, including free and commercially available options. Next, the authors offer step-by-step procedures for (a) selecting, (b) scheduling, (c) preparing, (d) administering, and (e) scoring and interpreting behaviors screening tools. The authors conclude with…

Scaling of evidence-based practices in education has received extensive discussion but little empirical evaluation. We present here a descriptive summary of the experience from seven states with a history of implementing and scaling School-Wide Positive Behavioral Interventions and Supports (SWPBIS) over the past decade. Each state has been…

In this Issue Brief we discuss the impact that the Schoolwide Integrated Framework for Transformation (SWIFT) has on improving the outcomes of several current federal, state, district, and school education reform initiatives. Federal initiatives include Race to the Top, School Improvement Grants, and Campaign for Grade-Level Reading; Common Core…

Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

The present study is an initial investigation of the concurrent validity of a new assessment, the Classroom Strategies Scale (CSS version 2.0) for Elementary School--Observer Form. The CSS assesses teachers' use of instructional and behavioral management strategies. In the present study, the CSS is compared to the Classroom Assessment Scoring…

Schools across the nation are facing the challenge of addressing behavioral issues with students. Traditional approaches to discipline have been ineffective in improving student behavior. The passing of the No Child Left Behind Act (NCLB) of 2001 and revisions of the Individual Disabilities Education Improvement Act (IDEIA) of 2004 require schools…

The alarming rise of office referrals, suspensions, and expulsions among students in public schools, have been a major concern for stakeholders in learning communities throughout the country. The Individuals with Disabilities Act (2001) and The No Child Left Behind Act (2001) mandated state and local educational agencies to implement scientific…

Over the past several years, allegations of abuse and death related to seclusion and restraint, media coverage of these events, subsequent federal investigations, and Congressional hearings about this topic have resulted in increased pressure on Congress to pass legislation to address the use of seclusion and restraint in the school setting.…

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…

This qualitative case study investigated the process of teaching the self-management strategies, self-determination, and self-monitoring to chronically misbehaved students from the perspective of a secondary special education teacher. The investigation used a purposeful sample to select an urban high school setting and a tenured special education…

The 1997 reauthorization of the Individuals with Disabilities Education Improvement Act made major changes to the education of children with disabilities who exhibit challenging behavior. The law emphasized the use of positive behavior supports (PBS) and functional behavioral assessments (FBA) as a strategy to address challenging behavior. Since…