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Direct linkHolly N. Johnson; Ya-yu Lo; Benjamin Ade-Thurow – Beyond Behavior, 2025
Opportunities to respond (OTR) offer a useful approach to actively engage all students, including those with emotional and behavioral disorders, by enhancing their learning experiences and effectively reducing student problematic behavior due to lack of academic engagement. In this article, we discuss common challenges faced by teachers in…
Descriptors: Teaching Methods, Learner Engagement, Student Behavior, Barriers
Vera Maria Silvério do Vale; Maria Filomena da Fonseca Gaspar – Early Education and Development, 2024
Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program is an evidence-based intervention intended to promote the social and emotional skills of children and to reduce the frequency of inappropriate types of behavior. This paper reports on its initial implementation in Portugal. The primary aim of this study is to…
Descriptors: Preschool Children, Interpersonal Competence, Student Behavior, Behavior Problems
Moon, Jongho; Webster, Collin A.; Herring, Jekesha; Egan, Cate A. – Journal of Positive Behavior Interventions, 2022
Movement integration (MI), which involves incorporating physical activity into regular classroom time, is a research-supported strategy to reduce off-task behavior and support academic performance. However, teachers' rate of adopting MI has been slow. Teachers are more likely to adopt MI if they perceive it as compatible with their current…
Descriptors: Classroom Techniques, Physical Activities, Teaching Methods, Elementary School Students
Massar, Michelle M.; Horner, Robert H.; Kittelman, Angus; Conley, Kathleen M. – Journal of Positive Behavior Interventions, 2023
Coaching is a key driver supporting implementation of evidence-based instructional and behavioral practices (EBPs). The purposes of this study were to propose a model of coaching and examine the effects of two coaching mechanisms (prompting and performance feedback) on (a) teacher use of classroom management EBPs and (b) student classroom…
Descriptors: Coaching (Performance), Instructional Effectiveness, Prompting, Feedback (Response)
Gevarter, Cindy; Siciliano, Mariah G.; Stone, Erin – Focus on Autism and Other Developmental Disabilities, 2022
This online survey study examined early intervention providers' knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included…
Descriptors: Autism Spectrum Disorders, Evidence Based Practice, Early Intervention, Knowledge Level
Wilburn, Elissa; John, Sufna; Edge, Nicola; Sutton, Melissa; Hickman, Karen – Early Childhood Education Journal, 2023
Behavior disorders in early childhood are a major public health concern. A large percentage of young children spend their day in childcare settings, making early childhood educators a relevant population to target for behavior management interventions and training. Conscious Discipline® (CD®) is an evidence-based program targeting social emotional…
Descriptors: Social Emotional Learning, Classroom Environment, Educational Change, Teaching Methods
Robertson, Kristin – ProQuest LLC, 2022
Students with emotional and behavioral disorders (EBD) exhibit a wide variety of difficult behavior, and the responsibility of educating them is equally difficult. Students with EBD face historically bleak outcomes. Additionally, EBD teachers have had a continual nationwide shortage. They have the highest turnover rate and have more teachers on…
Descriptors: Behavior Disorders, Emotional Disturbances, Behavior Problems, Educational Resources
McClure, Erica B.; Burt, Jonathan L. – Beyond Behavior, 2023
Functional communication training (FCT) is a strategy to address problem behavior for students with various disabilities that is supported by a broad evidence base. Despite this support, multiple factors continue to dissuade educators from utilizing FCT in their classrooms. This article outlines the process of developing and implementing FCT plans…
Descriptors: Behavior Problems, Students with Disabilities, Intervention, Evidence Based Practice
Download full textSarah Richardson; Megan Kelly; Catherine Whiting; Ben Peddie – Australian Education Research Organisation Limited, 2023
This discussion paper explores the evidence supporting the Australian Education Research Organisation's (AERO) suite of classroom management resources. This paper provides insights into how Australian teachers are prepared for and engage in applying classroom management practices to create safe and supportive learning environments, as well as…
Descriptors: Foreign Countries, Classroom Techniques, Classroom Environment, Teaching Experience
Lana Shklyar Nenide; Kate Sweeney; Gerard Costa; Neal M. Horen; Robert M. Corso; Jordana Ash, Contributor; Lynette Aytch, Contributor; Julie Betchkal, Contributor; Jean Budd, Contributor; Margo Candelaria, Contributor; Corinne G. Catalano, Contributor; Kimberly P. Diamond-Berry, Contributor; Faith Eidson, Contributor; Brandy Fox, Contributor; Keri Giordano, Contributor; Amy Hunter, Contributor; Harleen Hutchinson, Contributor; Nucha Isarowong, Contributor; Ashley McCormick, Contributor; Kelli McDermott, Contributor; Kaitlin Mulcahy, Contributor; Carmen Rosa Noroña, Contributor; Nichole Paradis, Contributor; Rebecca Parlakian, Contributor; Lindsay J. Pearson, Contributor; Thomas Rendon, Contributor; Julia Sayles, Contributor; Jayne Singer, Contributor; Staci Sontoski, Contributor; Kristin Tenney-Blackwell, Contributor; Mary Louise Hemmeter, Contributor – Brookes Publishing Company, 2025
Infant Mental Health (IMH) and the Pyramid Model (PM) are two frameworks with an important common goal: supporting the mental health and social-emotional well-being of infants, young children and their families. For the first time ever, one book integrates these two frameworks to create a more effective, knowledgeable, and responsive early…
Descriptors: Infants, Models, Mental Health, Diversity Equity and Inclusion
Luo, Li; Reichow, Brian; Snyder, Patricia; Harrington, Jennifer; Polignano, Joy – Topics in Early Childhood Special Education, 2022
All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social-emotional interventions for young…
Descriptors: Meta Analysis, Social Emotional Learning, Intervention, Preschool Children
Simonsen, Brandi; Robbie, Karen; Meyer, Katherine; Freeman, Jen; Everett, Susannah; Feinberg, Adam – Center on Positive Behavioral Interventions and Supports, 2021
This brief helps educators implementing a Multi-Tiered System of Supports (MTSS) framework, like positive behavioral interventions and supports (PBIS), organize classroom supports for preventing, teaching, and responding to students' social, emotional, and behavioral (SEB) needs across the continuum. In classrooms, each educator implements,…
Descriptors: Guidelines, Educational Practices, Intervention, Student Behavior
Pellecchia, Melanie; Beidas, Rinad S.; Lawson, Gwendolyn; Williams, Nathaniel J.; Seidman, Max; Kimberly, John R.; Cannuscio, Carolyn C.; Mandell, David S. – Autism: The International Journal of Research and Practice, 2020
This study examines how the introduction of TeachTown:Basics, a computer-assisted intervention for students with autism spectrum disorder, influenced teachers' use of other evidence-based practices. In a randomized controlled trial that enrolled 73 teachers nested within 58 schools, we used three-level hierarchical linear models to evaluate…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Evidence Based Practice
Banerjee, Ipshita; Lambert, Joseph M.; Copeland, Bailey A.; Paranczak, Jessica L.; Bailey, Kathryn M.; Standish, Cassandra M. – Journal of Applied Behavior Analysis, 2022
Little research has highlighted how evidence-based practices (e.g., functional communication training [FCT]) might be adapted for bilingual learners with disabilities. In the current study, we served 2 children with autism spectrum disorder (ASD) and challenging behavior whose parents primarily spoke Spanish at home, and whose teachers primarily…
Descriptors: Bilingualism, Behavior Problems, Autism, Pervasive Developmental Disorders
Hurwich-Reiss, Eliana; Chlebowski, Colby; Lind, Teresa; Martinez, Kassandra; Best, Karin M.; Brookman-Frazee, Lauren – Autism: The International Journal of Research and Practice, 2021
This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI ("An Individualized Mental Health Intervention for ASD"). Data were…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Intervention
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