Students who misbehave represent a range of backgrounds, and behavior problems are likely to be present in both general and special education classrooms. To this end, thousands of schools across the country have adopted positive behavior interventions and supports (PBIS) as a way to prevent and respond to challenging behavior. PBIS is a federally…

Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote…

An increasing number of English schools are embracing an extreme approach to student behaviour dubbed 'no excuses' discipline, inspired by charter school chains in the United States. Proponents argue the approach is necessary to allow "all" teachers to teach and that it places responsibility where it should be: on the student. However,…

A teacher's behavior management style has particular implications for those students who encounter difficulties due to social-emotional concerns. This study explored the relationship between teacher candidates' perceived psychological wellness, behavior management skills, and mental health literacy. Four previously developed surveys were used to…

The concern about problematic, disruptive student behavior, declining academics, and their relationships at an inner-city elementary school in the southeast United States had persisted despite positive behavior interventions and supports (PBIS) implementation for two years. The purpose of this basic interpretive qualitative study was to explore…

Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse (CLD), many have called for adopting a multi-tiered system of support framework that is considerate of student culture and school…

The technical language of behavior analysis is arguably necessary to share ideas and research with precision among each other. However, it can hinder effective implementation of behavior analytic techniques when it prevents clear communication between the supervising behavior analyst and behavior technicians. The present paper provides a case…

Both class-wide behavioral interventions and antecedent strategies are commonly used to target disruptive behavior problems and improve classroom management. Typically, antecedent strategies precede behavioral interventions due to their proactive nature. Antecedent strategies, such as altering the classroom seating arrangement, may be more…

Attention-deficit/hyperactivity disorder (ADHD) is a neurobiological disorder. Common symptoms are inattention, hyperactivity, impulsivity, and executive functions deficit, often with comorbidities. Main treatment involves pharmacological and non-pharmacological therapies (cognitive-behavioral therapy, psycho-pedagogical programs). Emerging…

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent-teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and…

Discussions on the quality of education have been continuing up to the present day. Especially teachers' educational efficacies, teacher-student relations and educational stress--which is thought to be related to them and which affects learning in negative ways- attract attention. Accordingly, this study aims to analyse the correlations between…

A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training…

The objective of this study was to develop a school-based substance treatment model and evaluate the feasibility and preliminary outcomes of treatment in a school-based setting to improve access to treatment for adolescents with substance use disorders. This study provided care to 41 youths (12 to 18 years old) in three school-based health…

One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic…

Check-in/Check-out (CICO) is one of the most commonly utilized and wellestablished Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of…