Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article,…

We developed this special issue, "Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know," for "Beyond Behavior" as a resource for educators and parents. Each article provides easy-to-access resources for readers to learn about effective, efficient, low-intensity strategies to support…

Functional behavior assessment (FBA) is the process of collecting data to determine the function of an individual's behavior to develop a functionally-indicated behavioral intervention (BIP). Special adaptations may be needed to conduct FBA and implement BIPs in alternative educational settings. In this article, we highlight suggestions for…

High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using…

Alternative education (AE) programs and schools usually serve distinct populations of students with educational disabilities and mental health or other needs. AE program staff often employ a range of curricula, interventions, and strategies that form an eclectic approach to addressing student needs. This may result in practices that are…

The purpose of this paper is to discuss how issues of effectiveness and efficiency are considered most logically in the field of education. More specifically, the focus is on the importance of these issues as they pertain to teaching, instruction, and management strategies for students with emotional and behavioral disorders (E/BD). The driving…

Students with emotional and behavioral disorders (E/BD) have academic, behavioral, and social characteristics that present unique needs within schools. Educators across the country are responding to the academic, behavioral, and social needs of all students, including students with E/BD, by implementing a continuum of supports across a…

In this study we examine the impact of the Behavior Education Program (BEP; Hawken, MacLeod, & Rawlings, 2007) with four middle school students who were not responsive to a comprehensive primary prevention program including academic, behavioral and social components. To extend this line of inquiry we (a) conducted a functional behavioral…

Check-in, check-out (CICO) is a secondary-tier intervention with proven utility for reducing problem behaviors and increasing responsiveness to primary-tier expectations of positive behavioral interventions and supports (PBIS). CICO has been investigated at the elementary and middle school levels in traditional school settings with students both…

In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…