The purpose of this qualitative study was to compare perceptions of preparedness to teach students with emotional disabilities (ED) between teachers with a mild intervention license and teachers with an ED license. The study examined the perceptions of five teachers with a mild intervention license and five teachers with an ED license as derived…

Objective: To better understand the effectiveness of a single-session positive cognitive intervention and uncover the possible mechanisms. Participants: Participants were 79 first-year students (aged 17-21) who volunteered for the intervention during the 2016 fall semester. Methods: Participants were randomly assigned into the intervention group…

Funding for early intensive behavioral intervention (EIBI) for children with autism spectrum disorder is rapidly expanding. Yet we know little about children's utilization, and research on inequities in utilization is lacking. We examined the relationship between utilization during the first year of EIBI and (a) child race-ethnicity and (b)…

A growing evidence base supports early intensive behavioral intervention (EIBI) for young children with autism spectrum disorder. We have found only one study exploring the outcome of EIBI for children with Rett syndrome, which reported little effect. It suggested that future studies should employ more fine-grained outcome measures. We provided…

Skinner (1957) differentiated the roles of the speaker and the listener in a verbal encounter. Although not extensively emphasized, Skinner suggested an individual often behaves verbally even when responding as a listener. Children diagnosed with autism spectrum disorders (ASD) often display the absence of important, and basic verbal repertoires…

Although common among children learning to walk, persistent toe walking can cause physical harm due to inefficient gate, and, in some cases, result in negative social interactions such as teasing and bullying. In addition, although toe walking is often associated with a variety of neurological and developmental conditions, toe walking also occurs…

Discrete trial teaching (DTT) is a commonly implemented and evaluated teaching procedure for individuals diagnosed with autism spectrum disorder (ASD). As such, DTT is often a procedure that behavior analytic practitioners are required to learn how to impliment. Additionally, parents are often encouraged to learn how to implement DTT to supplement…

This study explores teachers' experiences with School-Wide Positive Behaviour Interventions and Support (SWPBIS) at three special education (SPED) schools type 4 in the Netherlands. These SPED schools focus on supporting children with mental health difficulties or challenging behaviour. In 2014, an Act was introduced in the Netherlands with the…

Teaching students with intellectual and development disabilities (IDD) can often be a difficult and complex job. Teachers frequently rely on educational support staff or paraprofessionals to assist in the classroom in a variety of ways. However, paraprofessionals are unlikely to come into the classroom with the knowledge and skills needed to…

Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few studies have explored effective and sustainable training approaches to support paraeducators in their implementation of FCT. The purpose of this study…

Teachers are expected to support all students that enter their classrooms including students with Emotional and Behavior Disorders, also known as EBD. The maladaptive behavior exhibited by students with EBD often prevents them from engaging successfully in learning and forging relationships, leading to them being disconnected from school (Sheaffer…

The current study added to the growing literature on school-based dialectical behavior therapy (SB-DBT) by examining the implementation of a SB-DBT intervention with high school students. It was hypothesized that students' perceived emotion regulation and adaptive coping would improve whereas reports of dysfunctional coping would decrease from…

This is the first systematic review of the school outcome literature for behavior interventions used with middle school students exhibiting disruptive behaviors. A total of 51 investigations (published between 2000 and 2020) including 6,498 students and 264 implementers were coded on four dimensions (i.e., sample, interventions, methodology, and…

This research aims to investigate the most frequent challenging behaviors faced by preschool teachers in their classrooms and the strategies and discipline approaches they adopt against these challenging behaviors. This research is conducted within case study design, which is a qualitative research method. The study group consists of 10 different…

A school-based behavioral therapy intervention at East High School in Rochester, New York, in partnership with a local university, builds resilience for middle-school students with high trauma.