Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in…

During the school closures associated with COVID-19, researchers found student engagement decreased, partially due to the concurrent increase in the number of adolescents diagnosed with problematic internet use and internet addiction. At the time of this study, there was limited research related to student engagement after students returned to…

Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and…

As state-funded prekindergarten programs expand, it is critical to investigate their short- and long-term effects. This paper presents the results through 6th grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-k program. The analytic sample includes 2990 children from low-income families who applied…

As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income…

Developmentally and culturally appropriate program behavior policies that are clearly communicated and implemented successfully can prevent exclusion and positively impact teachers, children, and families. However, it is unclear if policies are high quality or designed to equitably support positive behavior. We examined behavior policies from 41…

Background/Context: State-funded prekindergarten has expanded rapidly in the U.S., and there are expectations that it will have longer-term positive effects on later academic and nonacademic outcomes (e.g., Phillips et al., 2017). There is strong evidence of pre-k effects on measures of kindergarten readiness (e.g., Gormley et al., 2005; Weiland…

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…

Although many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of…

Though many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of…

Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, though this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…

School social workers and school security personnel are increasingly being integrated into U.S. schools; however, there is little available literature concerning the interactions between school social workers and school security personnel. This article will report descriptive findings of a study that investigated school social workers'…

This study examined the difference between parents, teachers, and administrators' perspectives of intellectually disabled students' academic and social performance. The study's importance comes from the performance of students with exceptional needs who were unable to effectively communicate their social and emotional needs. The population…

"Fast Track" is a comprehensive intervention designed to reduce conduct problems and promote academic, behavioral, and social improvement. The program's components include the "Promoting Alternative THinking Strategies" curriculum, parent groups, parent-child sharing time, child social skills training, home visiting, child…