The purpose of this study was to examine the relation between teachers' reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom…

This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used…

Class-wide interventions have strong empirical support for improving behavior in general education classes but are rarely tested in special education classes. The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary…

We report findings of two studies, one conducted in a rural school district (N = 982) and a second conducted in an urban district (N = 1,079), offering additional evidence of the reliability and validity of a revised instrument, the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE), to accurately detect internalizing and…

Analysis of data on discipline problems and suspensions at a large urban high school found a high frequency of disciplinary referrals and suspensions and poor correspondence between school disciplinary policy and disciplinary actions. Students with recurrent suspensions were found to be a very heterogeneous group. Implications for developing…