Paraeducators play an important role in assisting teachers and other professionals to support students with autism spectrum disorder (ASD), including delivering positive behavioral supports to those students who engage in persistent challenging behavior. The purpose of this multiple baseline design across participants study was to support…

In two studies, the systematic approach to designing functional assessment-based interventions (FABIs) created by Umbreit, Ferro, Liaupsin, and Lane (2007) was used with high school students receiving special education services in self-contained classrooms reserved for students with persistent behavior problems. In Study 1, an AB design was used…

Disproportionality in discipline has been well-documented in the research literature (Achilles, McLaughlin, & Croninger, 2007; Losen & Gillespie, 2012; Gregory, Skiba, & Mediratta, 2017; Skiba, Peterson, & Williams, 1997). Students from diverse ethnic backgrounds and students with disabilities are removed from their classrooms more…

The purpose of this study was to examine the effects of a training package on three middle school special education teachers' accurate implementation of trial-based functional analysis (TBFA) and differential reinforcement of alternative behavior (DRA) with their students with autism spectrum disorders or emotional and behavioral disorders in the…

Self-management systematizes self-regulation strategies for learners with autism spectrum disorder (ASD) in order for learners with ASD to learn the rules and norms needed to act appropriately in a given situation. Self-regulation strategies can include self-monitoring, self-reflection, and adapting to a given context. Self-management is both a…

Multitier prevention systems consist of a continuum of interventions to address the needs of all students. Within such systems, Tier I supports are in place for all students and are designed to enhance prosocial (social behavior interventions) and academic (instructional interventions) skills. Tier II interventions supplement the Tier I…

The notion that everyone who is impacted by a crime has an investment in the process of how the offender is dealt with is gaining acceptance in diverse contexts around the world. This notion, called restorative justice, is an approach that brings together the offender and individuals impacted by the offender's behavior in a problem-solving process…

On the basis of the implementation of Schoolwide Positive Behavior Supports in high schools, the present study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing Schoolwide Positive Behavior Supports. The effectiveness of the 2 additional items…

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with…

When many students are tardy at the secondary level, teachers must continually restart instruction or delay beginning instructional periods throughout the school day. To address the considerable amount of instructional time lost caused by high rates of tardiness, the authors investigated the results of schoolwide intervention to reduce student…

A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the…

Although the conceptual foundations of PBS at the universal level have been widely described and presented in the literature, secondary and tertiary interventions have been presented through very limited examples. This paper defines the key features of secondary and tertiary interventions and presents a decision-making process to guide schools…

This paper explores some key findings from the recent two-year evaluation of a national pilot to introduce Restorative Practices (RP) in Scottish schools. A Restorative approach emphasises the human wish to feel safe, to belong, to be respected and to understand and have positive relationships with others. It recognises the fundamental importance…