Identifying factors perceived to either hinder or support the implementation of individualized positive behavior interventions and supports (IPBIS) is essential for promoting sustainable practice. This survey study examined the extent to which school-based professionals (n = 293) experienced barriers and enablers and examined their perceived level…

A qualitative, multiple case study examination of the perceptions of first through third grade teachers in the participating school district concerning preparedness for the challenges associated with inclusive classroom arrangements after attending a Teacher Education Program (TEP) was conducted in this study. It was revealed through both phases…

Since 1998 there has been a dramatic increase in children diagnosed with Autism Spectrum Disorders (ASD), resulting in an estimated prevalence of 1 in 150 children. Federal law requires schools to educate children with ASD in the least restrictive environment, increasing the number of children with ASD in regular classrooms. Teacher preparation…