Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to…

School-wide positive behavioral interventions and supports (SWPBIS) is an example of a framework for implementing school-based practices with fidelity and durability. Critical features of SWPBIS include: (a) teaming; (b) data-based decision making; and (c) using systems for supporting staff in implementation. These features of SWPBIS allow…

Peer support arrangements are an evidence-based practice for increasing interactions between students with severe disabilities and their peers in general education classrooms, but it is unclear how interactions vary across instructional formats or generalize outside the classroom. In this single-case design study, we tested the efficacy of peer…

This qualitative semi-structured open-ended protocol research study provided information on middle school general educators' perceptions of barriers impeding completion of training on the FBA/PBIP, and the methods they perceived that could remove the barriers from the perspective of general educators as self-directed adult learners. The…

Led by Newark Opportunity Youth Network (Newark OYN) in New Jersey, key public and private organizations in Newark came together to focus efforts on supporting disconnected youth and transforming how they are educated and prepared for life, postsecondary learning, and careers. This report describes how Newark OYN emerged and is charting its path…

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and…

Coaching parents to implement evidence-based strategies is one method for increasing the number of hours young children with autism spectrum disorder (ASD) access intervention services. The purpose of this study was to teach parents of young children with ASD to implement naturalistic strategies during play in a clinic setting. Results indicate a…

Introduction: Coexistence in schools inevitably implies conflicts among peers, which can have a negative impact in both the students' well-being and their academic achievement. In this sense, the main objective of the present article is to introduce and describe the evaluation of the Training Program in Emotional Management Happy 8-12. This…

Learning to coexist continues to be one of the challenges faced by the current educational system, especially for those schools located in contexts at risk of social exclusion where the violence rate increases on a daily basis. The main aim sought by the present study consists in assessing the impact of a program developed at an educational center…

Character education (CE) in schools has been reported to support a safe school environment in which adults and students can embrace core ethical values such as respect, fairness, and responsibility, for example (Pala, 2011). It has the power to not only "cultivate minds [but] nurture hearts" as well (Pala, 2011, p. 26). The creation of a…

Previous studies have linked teacher burnout with job performance, satisfaction, and retention; however, there has been limited exploration of potential individual and school contextual factors that may influence burnout. The current study examined high school staff members' reports of burnout as they relate to staff demographics and perceptions…

This article presents Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS), the first framework to operationalize cultural responsiveness in the context of positive behavioral interventions and supports in the United States (Bal 2011). To develop the CRPBIS framework, the author first conducted a systematic review of…

This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special…

Full stakeholder support for any innovation can be difficult to achieve, particularly in complex systems such as middle and high schools. Increasingly, obtaining middle and high school teacher support for Schoolwide Positive Behavior Supports (SWPBS) is identified as a challenging yet crucial element of implementation. The reasons behind these…