Objectives: This study examined the effects of Check & Connect (C&C) on the attendance, behavior, and academic outcomes of at-risk youth in a field-based effectiveness trial. Method: A multisite randomized block design was used, wherein 260 primarily Hispanic (89%) and economically disadvantaged (74%) students were randomized to treatment…

Objectives: This study examined the effects of Check & Connect (C&C) on the attendance, behavior, and academic outcomes of at-risk youth in a field-based effectiveness trial. Method: A multisite randomized block design was used, wherein 260 primarily Hispanic (89%) and economically disadvantaged (74%) students were randomized to treatment…

Students with intellectual disabilities can exhibit a wide array of challenging behaviors in the classroom that pose disruptions to the learning milieu and management problems for those involved in their education. Self-modeling, a behavioral intervention that involves viewing edited videotapes of oneself depicting exemplary behavior, has had…

We systematically reviewed school-based skills building behavioural interventions for the prevention of sexually transmitted infections. References were sought from 15 electronic resources, bibliographies of systematic reviews/included studies and experts. Two authors independently extracted data and quality-assessed studies. Fifteen randomized…

Teaching children with psychiatric disorders can be a challenging task. The purpose of this study was to examine the impact of the Good Behavior Game (GBG) in children with psychiatric disorders, and their teachers, in special education. Teachers were trained by licensed school consultants to implement positive behavior support strategies to…

The school-wide positive behavioral interventions and supports (SW PBIS) program is managed by the Minnesota Department of Education and is implemented in hundreds of Minnesota schools. PBIS is an evidence-based model that attempts to develop a school-wide positive behavior culture. Based on previously documented outcomes, PBIS is a potential…

This study evaluated the relationship of environmental service-learning on environmental literacy in undergraduates. The subjects were 36 undergraduates at a small liberal arts university enrolled in an environmental biology course. To determine the role of environmental service-learning on college students' environmental knowledge,…

Prevent-Teach-Reinforce (PTR) is a collaborative, standardized process that was developed as a way to address identified barriers to completing effective functional behavior assessments (FBAs) in public schools. Current research literature documents the effectiveness of the PTR process in decreasing problematic behaviors and increasing social…

Preschool environments can be critical to academic success and risk reduction but disruptive behaviors can have significant and lasting negative effects on students as well as teachers. These behaviors may be pervasive in some classrooms and effective interventions are needed. A combined delayed multiple baseline and withdrawal design across a…

To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

The purpose of this study was to assess the effects of Summer Environmental Education Program (SEEP) on elementary school students' environmental knowledge, affect, skills and behavior which are the main components of environmental literacy. The sample consisted of 45 students (25 males, 20 females) studying in 4th through 8th grades and living in…

Professional development in crisis intervention skills can help address the growing needs of schools to train faculty to respond to students in acute crisis. Unlike traditional methods of classroom management, crisis intervention training teaches specific strategies to de-escalate conflict while at the same time addressing the underlying…

Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…

This paper describes the design and preliminary results regarding the testing of the Good Behavior Game in schools that vary in their proportion of Latinos and the use of bilingual instruction. The authors discuss how working with multicultural schools/school district has influenced the design, intervention and training, data collection, and…