This qualitative semi-structured open-ended protocol research study provided information on middle school general educators' perceptions of barriers impeding completion of training on the FBA/PBIP, and the methods they perceived that could remove the barriers from the perspective of general educators as self-directed adult learners. The…

This article discusses an approach to assessment and intervention of challenging behavior in early education settings that integrates a focus on instructional conditions and early academic skill development. The authors suggest this approach allows for a better understanding of the relationship between social behavior and child performance with…

Children and young people with learning disabilities who present sexually harmful behaviour are marginalised and do not always participate in community activities. This case study describes a multi-component intervention that successfully reduced the sexually harmful behaviour of a 16-year-old boy with a mild learning disability. The intervention…

Self-monitoring is a popular, efficient, and effective intervention that is associated with improved academic and social behavior for students across age and ability levels. To date, this is the first study to directly compare the outcomes of self-monitoring functionally relevant and non-relevant replacement behaviors. Specifically, we used an…

Tier 2 interventions are implemented similarly across students and thus serve as an efficient and cost-effective method of behavior support in school settings. Check-in/check-out is a Tier 2 intervention with documented effectiveness (e.g., Hawken & Horner, 2003; Todd, Campbell, Meyer, & Horner, 2008). Key features of the intervention…

Public schools are replete with children and adolescents like Billy, Reid, and Rowdy whom teachers describe as rude, disruptive, and obnoxious, and not all of them are in special education. Asher (1990) estimated that 10% of school-age children have social skills deficits severe enough to be rejected by their peers and up to 75% of children with…

Direct behavior ratings (DBRs) combine aspects of both systematic direct observation and behavior rating scales to create a feasible method for social behavior assessment within a problem-solving model. The purpose of the current study was to examine whether accuracy of DBRs was affected depending on the behaviors selected to be rated using a DBR.…

A social dynamics perspective of aggression in school is presented. This framework focuses on the role of natural social processes in the establishment and maintenance of aggressive behavior in the school context. The five articles in this special issue are briefly reviewed and a synthesis of their contributions for understanding the social…

When a student's challenging behavior can not be resolved through either traditional disciplinary approaches or schoolwide positive behavior support (PBS), what can a teacher do next? This manual has effective solutions for educators from grades K-12. Developed specifically for use with children with persistent or severe behavior problems, this…

Second-generation intervention research requires methods for overcoming challenges to understanding complex learning ecologies and interactions of students. Eco-behavioral assessments (EBAs) are one solution to past intervention research challenges. EBAs record the effects of ecological variables in students' behavior and daily interactions. The…