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Minimizing Restraint and Seclusion in Schools: A Response to Beaudoin and Moore
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Walker, Virginia L.; Pinkelman, Sarah E. – Intellectual and Developmental Disabilities, 2018
Increasing efforts have been made in the field of special education to identify positive, evidence-based practices (EBPs) to meet the needs of students who engage in problem behavior, with a major goal being to eliminate or limit the use of reactive measures such as restraint and seclusion (Snell & Walker, 2014). Various stakeholders,…
Descriptors: Special Education, Behavior Problems, Guidelines, Functional Behavioral Assessment
The Magic of Matching the Environment to the Needs: A Conversation with Tim Lewis
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Zabel, Robert; Teagarden, Jim; Kaff, Marilyn – Intervention in School and Clinic, 2019
Dr. Tim Lewis provides his reflections on his career working as a researcher-teacher to address the issues of children with challenges. Dr. Lewis also provides his advice for those entering the field.
Descriptors: Special Education, Emotional Disturbances, Behavior Disorders, Positive Behavior Supports
Violence Prevention and Students with Disabilities: Thinking Functionally and Providing Evidence Based Supports and Accommodations
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Rosenberg, Michael S. – Behavioral Disorders, 2012
Students with disabilities who engage in high rates of challenging behaviors require educators who employ function-based thinking and have a particular sensitivity to the wide range of factors that influence student behavior. In essence, educators working with special needs students need to know what makes their instruction "special"; they must…
Descriptors: Disabilities, Evidence, Special Education, Special Needs Students