The number of students assigned to special education has increased in the past decades, in spite of efforts for more inclusion. For students with mild learning or behavioral difficulties, special education assignment might be prevented if appropriate support is provided in general education. In this study, research on programs that could reduce…

During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children's behavior while transitioning. Participants (N = 40; 77.5% Male; 92.5% Hispanic) were enrolled…

Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts learning environments and requires significant attention and time from staff. Existing interventions to address elopement behavior lack…

As we attempt to address the needs of students with challenging behaviors in today's classrooms, it is important to gain an understanding of general and special educators' knowledge, skills, and confidence about evidence-based behavior interventions. This article presents a national survey study of 277 special and general educators' reported…

This article addressed 3 objectives for assisting the research and teaching communities in developing 3-tiered models of prevention at the high school level. The authors first established the benefit of using systematic behavior screening tools within the context of 3-tiered models to identify and support high school students with academic and…

Students with emotional and behavioral disorders (E/BD) have academic, behavioral, and social characteristics that present unique needs within schools. Educators across the country are responding to the academic, behavioral, and social needs of all students, including students with E/BD, by implementing a continuum of supports across a…

The purpose of this study was to investigate the effects of wraparound services on students' classroom behavior, social behavior, emotional functioning, and academic skills. As a philosophy and a process, wraparound services support the student, family, and teachers by organizing and blending natural supports, interagency services, and behavioral…

Now in its fifth edition, this outstanding resource for teachers and school professionals has been retitled "Medical and Psychosocial Problems in the Classroom" to more accurately reflect what teachers encounter during the course of their careers. Each chapter highlights the important role teachers play when interacting with health-care…

The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…

Check-in, check-out (CICO) is a secondary-tier intervention with proven utility for reducing problem behaviors and increasing responsiveness to primary-tier expectations of positive behavioral interventions and supports (PBIS). CICO has been investigated at the elementary and middle school levels in traditional school settings with students both…

Many school systems are adopting three-tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai, Horner, & Gresham, 2002). A central feature of these models is that data are monitored to determine responsiveness. We offer this paper as a guide for…

The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…

Students who continue to demonstrate at-risk behaviors after a school implements schoolwide primary (Tier 1) interventions require targeted-group secondary (Tier 2) interventions. This study was conducted to compare the effectiveness of a targeted-group behavioral check-in/check-out (CICO) intervention with the school's standard practice (SP) with…

Educational research has examined factors contributing to teachers' burnout symptoms, including their perceptions of student behaviors (Ingersoll, 2003). Interestingly, teacher and students' races have been differentially related to teachers' perceptions of student behavior (Downey & Pribesh, 2004); this disparity in perceptions has been…

Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future…