In Irish classrooms, one option for educating children with Autism Spectrum Disorder (ASD) involves placement in a special class co-located in a mainstream primary school. This study surveyed 125 primary school teachers who taught in these classes. An evaluative framework of teachers' professional development was used to analyse primary teachers'…

This study investigates primary school teachers' sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers'…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

This study evaluated the impact of performance feedback on nine public educators' level of procedural integrity to Discrete Trial Teaching (DTT) procedures for students with Autism Spectrum Disorder (ASD). Procedural integrity was observed during four phases: no feedback, general feedback, performance feedback, and maintenance, in a multiple…