The present study evaluated treatment acceptability for behavioral interventions addressing challenging behaviors with Chinese caregivers of children with autism spectrum disorder. Factors influencing treatment acceptability (i.e., severity of challenging behavior and Chinese child-rearing values) were investigated. Caregivers of children aged…

Students' misbehaviors at younger ages can lead to more significant issues at the high school level such as dropping out, drug and alcohol abuse, and incarceration. The purpose of this study was to examine high school students' perceptions of positive reinforcement and punishment practices in their high school's behavior system. Two specific…

Although the good behavior game (GBG) has a long empirical record for effectively decreasing inappropriate student behavior, there are fewer studies that have targeted improving appropriate behavior. This article describes why and how the GBG can be used by teachers across grade levels and situations to increase student appropriate behavior and…

Restricted or repetitive behavior (RRB) is common for individuals with visual impairment (VI), autism spectrum disorder (ASD), and intellectual disability. Previous reviews have suggested that VI may moderate the effectiveness of behavioral interventions to decrease RRB. A search of the single case literature resulted in 30 studies and 40…

A wide body of literature has documented the disproportionality in exclusionary discipline rates (Gregory et al., 2010; Losen et al., 2015; Office of Special Education Programs, 2020; Skiba, 2014; Welsh & Little, 2018). Students with disabilities or other minority backgrounds are removed from their classrooms at higher rates than their peers…

Previous research shows that classroom management is a major concern of pre-service and novice teachers. This study examined the management strategies pre-service teachers suggested across a variety of classroom situations and their rationales. Findings shows that preservice teachers are most comfortable addressing management scenarios with…

The only consistency with children, with and without disabilities, is that they are inconsistent. Much of a child's behavior is adult controlled by their reaction, methods used, and consistency in support and discipline. When adults change the way they respond to the child's behaviors, the child gradually will learn to modify their behavior.…

Many educators across the country are implementing positive behavioral interventions and supports (PBIS) in their schools and classrooms. While PBIS primarily focuses on proactive and preventative approaches to improve behavior, one of the essential elements of PBIS is the consistent use of consequences when students do not meet behavioral…

The use of aversives as a method for behavioral intervention in U.S. public schools has been a persistent concern and often subject to litigation, particularly among students with disabilities. The use of aversives (restraint, seclusion, and corporal punishment) have been supported in some cases due to their perceived necessity to keep children…

Background: Several researchers have reduced engagement in stereotypy in individuals with intellectual disability and deafblindness using interventions containing a punishment component. The purpose of our study was to examine whether we could produce reductions in stereotypy in an individual with Cornelia de Lange syndrome and deafblindness by…

In the present analysis the author utilizes the groups as patches model (Goltz, 2009, 2010) to extend fairness heuristic theory (Lind, 2001) in which the concept of fairness is thought to be a heuristic that allows individuals to match responses to consequences they receive from groups. In this model, individuals who are reviewing possible groups…

Positive or negative behaviors a child displays while exploring, learning, and communicating express how they are adapting to their environment. There are as many reasons for a behavior as there are children. Some children react inappropriately because they have never been given direction or taught how to handle various situations. It is important…

This study measured the effects of a targeted intervention, The Cool Tool, implemented in the secondary prevention tier to minimize teacher reprimands and students' on-task behaviors in an urban elementary school. The participants in the social skills intervention programs were seven teachers, across grades K-5. Assessments included pre-posttest…

Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories--behaviorism, social learning…

Schools in Maryland and Connecticut are rethinking suspension policies and practices. They are finding that promoting positive behavior choices rather than punishing the negative is leading to higher graduation rates, especially among students of color. In the 2003-2004 academic year, Baltimore City Public Schools recorded 26,000 suspensions. Six…