We examined the effectiveness of coaching on caregiver implementation of responding to joint attention (RJA) intervention for toddlers with autism. We used a nonconcurrent multiple-baseline across participants single-case research design to examine the relation between coaching practices and caregivers' RJA intervention implementation behaviors.…

Parent engagement in early behavioral intervention is essential to achieving meaningful intervention outcomes. However, parents may experience multiple barriers to engagement. The Parent-coaching Assessment, Individualization, and Response to Stressors (PAIRS) was developed to help practitioners assess families' barriers and facilitators,…

Caregivers of young children with neurodevelopmental disabilities report a need for training and support in reducing their children's challenging behavior at home. The purpose of this study was to evaluate a telehealth caregiver training program comprised of online modules and weekly practice-based coaching on caregiver implementation fidelity of…

The effectiveness of a behavior intervention package depends heavily on the ability of authentic educators to implement procedures with fidelity. However, much of the training literature focuses on teaching educators to implement procedures with relatively few components (Kirkpatrick Journal of Behavioral Education 28(3): 344-361, 2019). We used a…

This article describes the development and use of a first of its kind statewide implementation of an adapted Early Start Denver Model (ESDM). Supported by a collaborative partnership between stakeholders that included families, state agencies, and a state university, the intervention was implemented within the existing framework of a northeastern…

This single-case experimental design study examined the effects of virtual training and coaching on behavior technician implementation of a naturalistic developmental behavioral intervention focused on imitation, Reciprocal Imitation Teaching (RIT), with young children with autism spectrum disorder (ASD). Four behavior technicians were trained and…

Effective use of classroom management practices is critical to creating positive classroom climates supporting students' academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows…

The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children's first week of treatment. We explored whether parents of older preschoolers with limited verbal ability…

The purpose of this phenomenological study was to explore general education teachers' successes and challenges implementing low-intensity behavior management strategies while teaching in a public school setting. Guiding this study was Bernard Weiner's attribution theory, as the theory relates to teachers' perceptions and use of behavior management…

Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing…

PWS Smart-Start is a behavioral caregiver training program developed specifically for caregivers of children with Prader-Willi syndrome (PWS) ages 3 to 14. The purpose of the current study was to evaluate the acceptability and preliminary efficacy of the program. Thirty-four caregivers of children with PWS received the PWS Smart-Start training…

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…

The focus of this study was to examine the implementation and impact of Restorative Justice (RJ) and restorative practices in Montgomery County Public Schools (MCPS) secondary schools. Experiences and perceptions of school administrators, school-level RJ coaches, and central office RJ specialists were examined, and the perceived impact that RJ and…

The study aimed to train teachers in managing student behaviour and to investigate the impact on teachers and their students. The training was based on adult-learning and group-leading strategies (development/application) as well as Social-Emotional-Learning and School-Wide-Positive-Behaviour-Supports approaches (content). It consisted of training…

Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and…