Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimands ratios (PRRs) have received little research attention. PRRs studied in elementary school have been associated positively with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in…

Cross-rater agreement on bullying, victimization, and related behaviors of middle school students with and without behavioral disorders (BD) was investigated. Students with BD (n = 11), their peers (n = 90), and general education teachers (n = 10) completed the Peer Relationship Survey (PRS), a non-anonymous measurement scale. The results of…

Purpose: Working with students with emotional behavioral disorders is a challenging area of speech-language pathology practice. In this study, we compare and profile the narrative discourse, structural language, and social communication characteristics of adolescents attending behavioral support and mainstream schools. We also examine…

Evidence-based behavioral parent training (BPT) programs are the most effective way to address children's behavior disorders and participant engagement is essential to achieving positive treatment outcomes. However, there is limited understanding of the factors that contribute to engagement, particularly for at-risk families. This qualitative…

Youth in juvenile justice facilities may experience symptoms of mental health disorders and trauma at a higher rate than their normative peers. As a result, juvenile justice facilities have become de facto mental health agencies, resulting in an increased need to provide interventions that can meet the various needs of their residents. Embedding…

Office discipline referrals (ODRs) are a data source commonly used by school teams to identify students who need behavioral intervention. In this brief, the National Center on Intensive Intervention (NCII) and the Center on Positive Behavioral Interventions and Supports (PBIS) provide a brief synthesis of the research on using ODRs has a…

This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students' academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.

Self-injury is common in autism spectrum disorder (ASD); however few studies have investigated correlates of self-injury or the putative associations with self-restraint. Questionnaire data on self-injury, self-restraint, health conditions, overactivity/impulsivity and repetitive/restricted behavior were collected on 208 children and 216 adults…

Students with emotional and/or behavioral disabilities (EBD) experience some of the greatest challenges among students with disabilities (Kern, Hilt-Panahon, & Sokol, 2009). These students with EBD need access to behavioral support throughout the entire academic setting in order to make progress (Gable et al., 2012), yet few actually receive…

The Good Behavior Game (GBG) uses an interdependent group contingency to improve classroom behavior. Despite the wealth of research on the effectiveness of the GBG, some teachers may have concerns about their students' abilities to work in teams, particularly if they have a history of poor social skills. We used an alternating treatments design to…

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation…

Background: Teenage youth with co-morbid intellectual disability (ID) and autism spectrum disorder (ASD) could be at higher risk for behavioral and social difficulties than youth with ID only. Methods: Youth aged 13 years were diagnosed with ID (n = 37), ID/ASD (n = 26), or typical development (TD, n = 98). Mothers and teachers completed measures…

Students with emotional and behavioral disorders (EBD) can be successfully placed in general education classrooms with evidence-based practices such as positive behavior interventions and supports and self-management practices. Still, less than half of all students with EBD are placed in the general education classroom for 80% of the school day.…

This study aimed at identifying the extents of abuse of autistic children and some behavioural disorders in who were abused and who were not abused from parents and teachers' perspective. To achieve the study's objectives, the researcher adopted a descriptive research method and used a survey as a tool for the task. The sample consisted of 200…

Several mental health programs have been developed in clinics and transported into schools, which has great potential for increasing access to intervention for students who may not be otherwise served. However, such programs may lack consideration of the complexity and constraints of schools, including the diversity of student needs and…