The problem addressed in this study is the disproportionality in office discipline referrals (ODRs) for Black students at a Northeast Florida Middle School despite the implementation of School-wide Positive Behavioral Interventions and Supports (SWPBIS). The purpose of this qualitative case study was to understand middle school teachers'…

School administrators are projected to implement behavior expectations and be knowledgeable of various strategies that are effective for all students including students in the exceptional student education programs. They are also anticipated to be effective in classroom management and behavior management schoolwide. Having unsuccessful behavior…

To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for…

Data assessment is critical for determining student behavior change in response to individualized behavior interventions in schools. This study examined the interrater agreement of the Individualized Behavior Rating Scale Tool (IBRST), a perceptual direct behavior rating tool that was used by typical school personnel to record behavior occurrence…

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a systems approach to supporting the social and emotional needs of all children utilized by more than 21,000 schools across the nation. Data from numerous studies and state projects' evaluation reports point to the impact of SWPBIS on student outcomes (office discipline referrals…

The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida's middle schools. This study also investigated if a relationship…

Numerous authors have reviewed research to determine which skills are considered fundamental to successful academic and social outcomes for students (Hattie, Briggs, & Purdie, 1996; Masten & Coatworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). These skills include: (1) cognitive and…

Middle school girls who are at risk have experienced a disproportionate number of intense and disruptive traumatic life events. Such events can adversely affect healthy development and often contribute to higher levels of school failure and problem behavior. Few programs focus on helping at-risk middle school girls achieve school success through…

Middle and high school students subjected to harsh school discipline policies and practices such as suspensions and expulsions are more likely to disengage from the classroom and course work, and increases their chances of dropping out, according to this new report from the Alliance for Excellent Education. The report recommends implementing…

This article proposes an unusual identification strategy to estimate the effects of disruptive students on peer behavior and academic outcomes. Because boys with names most commonly given to girls may be more prone to misbehavior as they get older, they may become differentially disruptive in school. In elementary school there is no relationship…