The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of affiliation) elicit and sustain each…

Students with high-functioning autism and/or Asperger Syndrome (HFA/AS) are characterized by difficulties with communication as well as impairments in social interaction skills. Students with HFA/AS have been shown to generate solutions that are lower quality (e.g., less socially appropriate) than those of their typical peers and also to have…

Numerous services in the field of social, emotional and behavioural difficulties (SEBD) are active, with different qualities and outcomes in their work. Different professions are also involved in this field between regular and special schools, the children and young people welfare system, the psychiatric ward, the police, therapeutically services…

Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children's social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive…

Children with autism are at-risk for poor literacy outcomes and have the right to learn literacy skills. Despite this, students with autism often may be perceived as not ready for literacy instruction. This study focused on teaching alphabet skills to young children with autism. Two instructional conditions were compared, traditional teacher-led…

Providing effective interventions for individuals with severe intellectual disabilities (ID) continues to challenge educators, speech-language pathologists, and other allied health professionals. This article reviews recommended intervention practices that have emerged over the past 30 years and illustrates their use through an evidenced-based…

This case study was developed for educational leadership courses addressing supervision and school improvement. Various data are presented for students to analyze and identify key concerns at a low-performing, rural, racially diverse, K-8 school. It challenges leadership candidates to recognize interrelated problems and solutions in a school.…

Despite numerous education reform efforts, national academic achievement data continues to reflect a marked disparity between culturally and linguistically diverse students and their white counterparts. Currently, 50% of K-12 public school students are students of color, and this percentage is projected to increase as the cultural composition of…

This study investigated the knowledge and skills of undergraduate and graduate practicum and student teaching students with positive behavior supports (PBS). Participants for this study consisted of a population of one hundred students from a southwestern university's College of Education teacher preparation program. Students completed an adapted…

As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…

Over the last several years, educational policy has advocated for a preventive approach to keep problem behaviors from escalating and interfering with student achievement. Proactive methodologies such as school-wide positive behavior support (SWPBS) and response to intervention (RTI) have become common practice in school districts across the…

The authors used a withdrawal design to evaluate the effects of a modified Color Wheel System (M-CWS) on the on-task behavior of 7 students enrolled in the 4th grade. Standard CWS procedures were modified to include a 4th set of rules designed to set behavioral expectation for cooperative learning activities. Mean data showed that immediately…

Positive adult language is the professional use of words and tone of voice to enable students to learn in an engaged, active way. This includes learning social skills. To guide children toward choosing and maintaining positive behaviors, adults need to carefully choose the words and tone of voice used when speaking to them. Learning to use…

The unique challenges presented by children with autism can quickly overwhelm unprepared teachers. Educators need direction on how to begin to understand and address the behavioral problems and social communication needs of children with autism. They require practical techniques that can be incorporated during naturally occurring instructional…

In 2009, the General Teaching Council for England (GTCE) introduced a revised Code of Conduct and Practice (2009) for registered teachers. The code also applies to all trainee teachers who are provisionally registered with the GTCE and who could be liable to a charge of misconduct during their periods of teaching practice. This paper presents the…