Classroom management still remains a topic of major apprehension for teachers, and especially for those teaching students who display challenging behaviors. This paper presents an empirical examination that supplemented an exceptional project of the ministry of education in a small Middle-East country to support students with severe problem…

This article explores the roles of potential transition team members as expressed by students via a social support survey and semi-structured interviews. The sample included eight male students with EBD served primarily in self-contained special education settings at three high schools. Results from the survey indicated that students received most…

Black boys in racially segregated urban schools are vulnerable to the trappings of the school-to-prison-pipeline. In this article, I use narrative inquiry and critical race theory (CRT) to examine the stories of two elementary school principals struggling to create more inclusive schools for Black boys with emotional disabilities (ED) in a…

The ability to write one's own name legibly is a critical lifelong skill for academic success. The purpose of the present study was to evaluate the effects of the Handwriting Without Tears® program on teaching a four year-old how to write his first name using proper size, form, and tool. The participant was a four year-old boy in a self-contained…

There is limited research on teaching narrative writing skills to students with moderate to severe intellectual disability. In the current study, we used a multiple probe across participants single case design to evaluate the effects of an intervention package comprised of modeling, story templates, and self-graphing, on the inclusion of story…

This retrospective qualitative study was designed to investigate perceptions of the learning experiences of STEM (science, technology, engineering, and mathematics)-talented male students who were in a self-contained, single-gender, gifted program in a selective high school in Taiwan. Twenty-four graduates of the high school's gifted program…

Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the…

Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to…

The research literature on the use of Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP) for students with emotional/behavioral disorders, who present problem classroom behaviors for use in the schools, is well documented. There are school-wide, district-wide, and state-wide plans that are currently being…

Teaching students to self-monitor their attention or on-task behavior has a robust history of success in school and has been an effective strategy for students of all ages, including those with and without disabilities. However, this strategy has not made use of advances in technology in order to collect and record performance data. In this study,…

This study investigated the use of practitioner-implemented structural analyses to determine setting events affecting the disruptive behavior of two male students with EBD in a self-contained classroom. Descriptive measures (PBQ, SEII, and direct observation) and analogue probes were employed and contrasted. An ABA reversal design was used to…

Written feedback, placed on five students' reading assignments, was evaluated in a multiple baseline design across students. The outcomes indicated improved accuracy in reading when the feedback was provided by the teacher. Differences between previous research and the present study are discussed. (AMH)

This study examined the effects of a dependent group contingency to increase positive verbal interactions among nine middle school-aged males in a self-contained classroom. Prior to implementing the group contingency, the students received social skills instruction. A withdrawal experimental design was then used to evaluate the effects of the…

Experimental analysis of social stimuli has typically been restricted to the presence or absence of verbal attention. In the present study, an ABAB design was used to assess the influence of proximity as a social stimulus. Close and distant proximity of a familiar adult was systematically manipulated to evaluate the effect of proximity on the…