Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…

The current study is an examination of contributions of parenting styles and qualities of parent-child relationship (PCR) to Turkish children's externalizing and internalizing behaviours, with a specific focus on the moderating role of PCR (closeness and conflict) on parenting styles (authoritarian and democratic/authoritative) when predicting…

Telehealth is increasingly being employed to extend the reach of behavior analytic interventions to families of children with developmental disorders who exhibit problem behaviors. In this preliminary study, we examined whether function-based behavior analytic interventions could be delivered via telehealth over 12 weeks to decrease problem…

School-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with…

Behaviour modification refers to the techniques used to try and decrease or increase a particular type of behaviour or reaction. This might sound very technical, but it is used very frequently by all of us. Parents use this to teach their children right from wrong. Therapists use it to promote healthy behaviours in their patients. The purpose…

Anxiety disorders and subclinical anxiety symptoms are prevalent in childhood and adolescence, highlighting the need for prevention and early intervention efforts. While research has demonstrated positive effects for some school-based anxiety interventions, additional research is warranted to ascertain program effectiveness, composition, and…

This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in three high school classrooms. Three teaching staff (two teachers and one instructional aide) and three students with autism spectrum…

A high proportion of people with developmental disabilities engage in challenging behavior compared to the general population (McClintock, Hall, & Oliver, 2003). Functional Communication Training (FCT) is an is an evidence-based intervention to address challenging behavior (Heath et al., 2015), but many people remain unable to access effective…

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with…

Managing disruptive learner behaviour has for many years been a matter of concern to school administrators, teachers and parents. In Zimbabwe, teaching and learning processes have been affected by serious interference that has adversely affected the learners and the teachers. The research question addressed in this study relates to the strategies…

This study evaluated the effects of teacher adherence to behavioral treatment on student outcomes. Eighty-four children (ages 7-11) completed a 12-week, collaborative school-home behavioral intervention designed for youth with significant attention-deficit/hyperactivity disorder symptoms and impairment. Teacher adherence was assessed via school…

Difficulties with emotion regulation are common in children with autism. Although interventions targeting emotion regulation show promise, children's individual treatment responses vary, and it is important to understand the factors that contribute to treatment change. The present study aimed to identify pre-treatment child characteristics and…

Traditionally schools have been spaces that are punitive and have strict behavior guidelines that include zero-tolerance policies. Thus, conventional behavior management practices blame students and position them as rule-breakers. Consequently, all students, but particularly those who come from complex backgrounds, minority groups, and vulnerable…

Teachers' adopted behaviors and their instructional management strategies are likely to have some differences on the basis of personal differences. This idea may be due to different beliefs about how effective education and teaching should be. The aim of this study is to adapt the Behavior and Instructional Management (BIM) Scale, which aims to…

In 1987, James Ysseldyke made an open call in Exceptional Children, asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this population remains limited. Approximately 9% of the K-12 special education population nationwide is composed of…