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Direct linkFriedman, Carli – Intellectual and Developmental Disabilities, 2021
One of the most common reasons people with intellectual and developmental disabilities (IDD) return to institutions is because of maladaptive behaviors. This study's aim was to examine the impact organizational supports can have on the community outcomes of people with dual diagnosis--those with IDD and psychiatric disabilities. We analyzed…
Descriptors: Intellectual Disability, Developmental Disabilities, Behavior Problems, Mental Disorders
Kathryn Pierce; Samantha Yamada; Melissa Major; Debra J. Pepler – Journal of Emotional and Behavioral Disorders, 2024
School-based day treatment is an intensive mental health service for children with social, emotional, and behavioral difficulties. Research on day treatment is scarce and descriptions of program models are lacking. We used stimulated recall interviews to explore the moment-to-moment processes and strategies of classroom staff in a day treatment…
Descriptors: Emotional Problems, Social Problems, Behavior Problems, Outcomes of Treatment
Shawnda McGroarty – ProQuest LLC, 2023
Students with Emotional and Behavioral Disorders (EBD) are placed outside of their public school more frequently than other students with disabilities, yet there are gaps in the literature on reintegration processes and the possible negative impact when collaboration between schools is minimal. Public schools rely on private placements in…
Descriptors: Emotional Disturbances, Behavior Problems, Public Schools, Transitional Programs
Diaz, Yahaira; Ramirez, Cristina; Jones, Caicina; Jenkins, Kisha V.; Blalark, Ava – Communique, 2023
It is important to understand the contexts which lead to alternative education programming. The ways in which problem behavior is defined detrimentally impacts ethnically and racially minoritized populations and students with disabilities. Additionally, the pipeline to alternative education, with opportunities for increased supports and services,…
Descriptors: Nontraditional Education, Student Placement, Educational Practices, Behavior Problems
Sihan Wu; Angela Tuttle Prince; Samantha Kraft; Sheyenne Smith – AASA Journal of Scholarship & Practice, 2024
Despite the long-term negative outcomes associated with restraining and secluding students, these practices are frequently used in schools, with disproportionate use on students with disabilities. Based on recent guidance from the U.S. Justice Department's Civil Rights Division, misusing these practices violates student rights under the Americans…
Descriptors: Systems Approach, Discipline, Positive Behavior Supports, Students with Disabilities
Jennifer Sikov; Gregory A. Fabiano; Nicole K. Schatz; Brittany Merrill; Jennifer Piscitello; Devon Tower; Andrew R. Greiner; Elizabeth M. Gnagy; Amy Boeckel; Gwen Davis; Connor Rohan; Hayley Feibel; Jordan Moore; Erin Maloney; William E. Pelham Jr. – Grantee Submission, 2024
The impact of attention-deficit/hyperactivity (ADHD) disorder results in significant challenges in academic, behavioral, and social domains, necessitating targeted interventions. Although a substantial number of students with ADHD receive individualized education programs (IEPs), little is known about the most common accommodations and…
Descriptors: Attention Deficit Hyperactivity Disorder, Individualized Education Programs, Elementary School Students, Early Intervention
Alison L. Zagona; Jennifer A. Kurth; Virginia L. Walker; Andrea Ruppar; Sheldon Loman; Sarah Bubash – Research and Practice for Persons with Severe Disabilities, 2024
Students with extensive support needs are at risk of demonstrating challenging behavior due to inadequate support of their individual needs or class-wide factors such as low quality of instruction. Students with extensive support needs are also among the students who are most likely to experience aversive interventions and be placed in segregated…
Descriptors: Student Behavior, Intervention, Behavior Problems, Behavior Modification
Kailee Matthews; Lane Marquardt; Hannah Keene; Sally B. Shepley; Collin Shepley – Education and Treatment of Children, 2024
For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational…
Descriptors: Elementary School Students, Resource Room Programs, Comparative Testing, Student Evaluation
Download full textHiggins, Johanna P.; Riggleman, Samantha; Lohmann, Marla J. – Journal of Special Education Apprenticeship, 2023
Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging…
Descriptors: Early Childhood Education, Special Education, Intervention, Behavior Problems
Kidwell, Kelley M.; Hyde, Luke W. – American Journal of Evaluation, 2016
Heterogeneity between and within people necessitates the need for sequential personalized interventions to optimize individual outcomes. Personalized or adaptive interventions (AIs) are relevant for diseases and maladaptive behavioral trajectories when one intervention is not curative and success of a subsequent intervention may depend on…
Descriptors: Intervention, Individualized Programs, Child Behavior, Behavior Problems
Trapp, Laura; Gershwin, Tracy; Robinson, Jason – Intervention in School and Clinic, 2022
The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student's disability is related to the suspending behavior. An…
Descriptors: Participative Decision Making, Meetings, Students with Disabilities, Student Behavior
Haydon-Laurelut, Mark; Edmonds, Jane; Daynes, Shona; Clare, Amy; Byles, Rosalind; Barber, Victoria – British Journal of Learning Disabilities, 2017
Background: Following scandals such as Winterbourne view, Department of Health, (A national response to Winterbourne View Hospital, 2012) seeks changes in challenging behaviour services. A key part of this change is ensuring people with learning disabilities who use challenging behaviour services have more personalised support and their voices are…
Descriptors: Focus Groups, Learning Disabilities, Adults, Positive Behavior Supports
Ackerman, Kera B.; Samudre, Mark; Allday, R. Allan – TEACHING Exceptional Children, 2020
When a student exhibits challenging classroom behaviors that are resistant to traditional classroom management systems, his/her individualized education program (IEP) team conducts a functional behavior assessment (FBA). The FBA process is a series of assessments designed to identify the function of the student's behavior. This is done by…
Descriptors: Token Economy, Behavior Modification, Reinforcement, Student Behavior
Alice C. Santoro – ProQuest LLC, 2024
The purpose of this qualitative phenomenological research was to better understand the lived experiences of faculty teaching in a community college setting who have addressed behavioral concerns related to students with disabilities (SWDs). Much of the existing research is focused on the experiences of the students, not the faculty. Research is…
Descriptors: Community College Students, College Faculty, Decision Making, Intervention
Fabiano, Gregory A.; Naylor, Justin; Pelham, William E., Jr.; Gnagy, Elizabeth M.; Burrows-MacLean, Lisa; Coles, Erika; Chacko, Anil; Wymbs, Brian T.; Walker, Kathryn S.; Wymbs, Frances; Garefino, Allison; Mazzant, Jessica Robb; Sastry, Amber L.; Tresco, Katy E.; Waschbusch, Daniel A.; Massetti, Greta M.; Waxmonsky, James – School Mental Health, 2022
Children with attention-deficit/hyperactivity disorder (ADHD) receive supports and services in general and special education classrooms in schools. The present study aimed to report the contents of individualized education programs (IEPs) for children with ADHD and to compare the behavior of children with ADHD who had IEPs versus those with ADHD…
Descriptors: Attention Deficit Hyperactivity Disorder, Individualized Education Programs, Student Behavior, Summer Programs
