Let's face it--teaching can be stressful. In this generation of Common Core Standards and highstakes testing, educators are often left without the time to plan positive behavioral supports or the sanity to cultivate compassionate relationships with their students. Even though they understand the critical relationship between behavior and…

The study centered around two teams of teachers and their success and struggle in utilizing professional development to gain the knowledge necessary to adequately implement the Positive Intervention and Behavior Supports (PBIS) framework initiative into all areas of the school. Data collected through personal interviews, classroom observations,…

Court-involved, female students often experience trauma and disproportionate school discipline, complicating their academic success. This mixed-method study examines students' use of and experiences with the Monarch Room (MR), a trauma-informed disciplinary alternative. The study examines service utilization, using a repeated measures analysis of…

The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the "Georgia Student Health Survey 2.0." Although research examining the link between perceptions of school climate and student…

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers…

Purpose: The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March & Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning…

It is the position of the National Association of School Nurses (NASN) that registered, professional school nurses serve a vital role in promoting positive behavioral health outcomes in students through evidence-based programs and curricula in schools and communities. Behavioral health, which encompasses mental health, is as critical to academic…

Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…

Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…

This research examined the risk and protective factors of responders and nonresponders to a schoolwide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternative school. Students completed self-perception measures of individual, school, community, and home systems. Multivariate analysis of variance indicated a…

This article reviews the research base on the development of prenatal attachment and profiles four programs that foster this essential prenatal relationship: CenteringPregnancy®, the Practical Resources for Effective Postpartum Parenting program (PREPP), Mindfulness-Based Childbirth and Parenting (MBCP), and Moms2B.

School recess, though beneficial to students in many ways, can be a problematic setting due to inadequate supervision, structure, and safety. A peer praise note (PPN) intervention was implemented on the recess playground to address these concerns at a Title I elementary school. Researchers used a single-subject reversal design across all students…

Implicit in the discourse on school discipline reform is the belief that utilizing "positive school discipline practices," as opposed to suspension and classroom removal, will necessarily reduce the racially disproportionate representation of black and brown students in school discipline outcomes. Yet even in schools that utilize…

The relationship between school-wide positive behavioral interventions and supports (SWPBIS) and school-level academic achievement has not been established. Most experimental research has found little to no evidence that SWPBIS has a distal effect on school-level achievement. Yet, an underlying assumption of SWPBIS is that improving social…

Gender differences have been found in post-school outcomes of students with disabilities, yet these differences are rarely examined. To determine whether male and female high school students with disabilities scored differently in non-academic behaviors known to affect post-school education and employment measured by the Transition Assessment and…