In this paper, Emeritus Professor Kevin Wheldall AM, who received the Eminent Researcher Award of this journal in 2023, describes his research over the past five decades, together with his wife and research partner Dr Robyn Wheldall. Following a biographical sketch, selected research is reviewed successively over five decades on language,…

SHAPE America (2021) contends the use of physical activity used as punishment and/or behavior management as an inappropriate practice. The position statement acknowledges both the administration and withholding of physical activity as punishment, however, this paper focuses on the use of exercise as punishment (EAP) in physical education settings.…

Current behaviour policies, which focus around reward and deterrent, have only limited long-term effectiveness. They assume that students can exercise self-control and follow rules, when motivated to do so. Students with special educational needs and disabilities typically have many intrinsic challenges to self-regulation, due to executive…

The studies in this issue break the mold of the traditional stage model of the development and testing of evidence-based interventions (EBIs) within the confines of highly controlled studies (Onken, Blaine, & Battjes, 1997). Although this approach has merits, the need for EBIs in school settings has outpaced their deployment. The authors of these…

This paper interrogates the relationship between the social distance men have from children, fear, and the social expectation that men will be capable of managing student (mis)behaviours. Briefly, the central argument is that the social distance men, as a group, have from children, and child protection concerns of men working with children can…

Researchers invested in school-wide positive behavior support (SWPBS) have been attempting to answer an important question: Is SWPBS an evidence-based practice (EBP; e.g., Sugai & Horner, 2007)? Given the context of educational policy, this question appears to be reasonable, as its answer could significantly influence funding and adoption of SWPBS…

The authors' association goes back more than 40 years, when they were both starting doctoral studies in special education for students with emotional and behavioral disorders (EBD) at the University of Kansas. In this article, the authors provide a balanced (albeit biased) account of the good and the bad, including some of the many achievements…

As a practitioner who has worked with youngsters with attention deficit hyperactivity disorder (ADHD) for the past 30 years, the author has done her best to stay current with the research literature on ADHD, particularly intervention research. However, she was always bothered by one nagging thought. Sure, there is good research to show effective…

Over the past 15 years, positive behavior support (PBS) gained rapid momentum as it moved from research on the function of challenging behaviors in individuals situated in restrictive settings, to understanding the function of challenging behavior of individuals in natural settings, to initial legislation of positive behavior interventions and…

In this issue of "School Psychology Review," various authors devoted their articles to school-based interventions for students with attention deficit hyperactivity disorder (ADHD). ADHD has been one of the most extensively investigated mental conditions of childhood. Still, important questions regarding the extent of treatment effectiveness remain…

The author answers Jere E. Brophy's criticisms of a previous paper on the usefulness of behavior analysis for improving classroom teaching and learning. Briefly discusses the issues of control of student behavior, individual versus group learning, and behavior analysis versus traditional classroom management methods. (Author/MJL)

The major themes of three books based on behaviorist psychology are examined critically, noting that behavior modification has significant limitations. Four of these limitations are identified and briefly discussed. Teachers must realize that discipline approaches must increase the transfer value of behavior learned in school and foster…

Much has been written about the adaptation from criminology of the "Broken Windows" theory of order maintenance in successful urban educational models. Yet, the manner in which the theory is written and discussed often misses the nuances and feel of the theory as successfully applied. This misunderstanding has lead to its conflation with the "Zero…

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

Doctors increasingly use psychiatric medications to treat children and adolescents who have psychosocial difficulties. Briefly describes the most commonly prescribed medications for the following categories: (1) inattention, hyperactivity, and impulsivity; (2) depression, obsessions, and anxiety; and (3) severe aggression and out-of-control…