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Direct linkHirsch, Shanna E.; Griffith, Catherine A.; Kelley, Mya H.; Carlson, Alex; McKown, Georgia – Teacher Education and Special Education, 2023
To date, research on mixed-reality simulation (MRS) has focused on various skills including applied behavior analysis, but studies have not evaluated the role of preservice teachers' perceived knowledge, confidence, usefulness, or actual practice related to data collection. To address this gap, we conducted two separate MRS studies, one for…
Descriptors: Preservice Teachers, Knowledge Level, Skill Development, Computer Simulation
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
Lorden, JoAnna; Walker, Stephen F.; Peters, Kerri P.; Slanzi, Crystal M. – Education and Treatment of Children, 2022
Understanding how different environmental arrangements can affect academic performance and engagement is critical for developing effective and efficient instructional strategies. The current study examined the influence of five environmental arrangements (no-interaction, distractor, escape, attention, and tangible conditions) on the rate of…
Descriptors: Autism Spectrum Disorders, Environmental Influences, Students with Disabilities, Individualized Education Programs
Barnard-Brak, Lucy; Filderman, Marissa J.; Brewer, Adam T.; Kudesey, Carolina – Journal of Psychoeducational Assessment, 2022
We examined the association of students' ability to transition on a daily basis (horizontal transitions) as reported by teachers with academic achievement as mediated by the summer Extended School Year (ESY) services received. Transitions from summer break to re-entry in the fall are referred to as a vertical transition. We examined these…
Descriptors: Student Adjustment, Academic Achievement, Extended School Year, Eligibility
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
Perry A. Zirkel – Communique, 2024
The central school district obligation for disciplinary changes in placement under the Individuals with Disabilities Education Act (IDEA) is to answer the question of whether the conduct at issue is a manifestation of the individual student's disability. School psychologists often play a key role in this team-based manifestation determination…
Descriptors: Federal Legislation, Equal Education, Students with Disabilities, Educational Legislation
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
Colby T. Kervick; Bernice R. Garnett; Amanda Davis Simpfenderfer; Mika Moore; Lance C. Smith – Journal of the American Academy of Special Education Professionals, 2025
The literature base on Restorative Practice (RP) outcomes suggests that schools that adopt RP experience reductions in suspensions/expulsions and improved school climate. Yet data suggests disproportionality in exclusionary disciplinary practices persist. Less is known about whether there are differences among student populations in their…
Descriptors: Students with Disabilities, Equal Education, Elementary Secondary Education, Discipline
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
Jason Okonofua – Learning Professional, 2024
About 1 in 20 K-12 students are suspended from school each year. Students from marginalized groups -- including Black and Latinx students and students with individualized education plans (IEPs) -- experience suspension much more frequently than their peers. Empathic Instruction reduces the racial gaps in suspensions, but it does not close them…
Descriptors: Racial Differences, Disproportionate Representation, Discipline, Elementary Secondary Education
Korinek, Lori – Preventing School Failure, 2015
Student behavior that interferes with teaching and learning remains a major concern for educators. In-school and postschool outcomes for students with challenging behaviors are among the poorest. Many of these students require a functional behavioral assessment and intervention plan to become more successful. Externally-driven behavior change…
Descriptors: Self Determination, Student Behavior, Functional Behavioral Assessment, Intervention
Samantha Riggleman; Johanna Higgins; Marla J. Lohmann – Beyond Behavior, 2025
Early childhood education teachers often feel underprepared for addressing behavior challenges in the classroom. This can limit a teacher's ability to teach academic and social skills and lead to interruptions in their educational experience such as suspensions or expulsions. Effective planning can help teachers create and manage positive learning…
Descriptors: Early Childhood Education, Early Childhood Teachers, Preschool Children, Elementary School Students
Mouzakitis, Angela; Codding, Robin S.; Tryon, Georgiana – Journal of Positive Behavior Interventions, 2015
Accurate implementation of individualized behavior intervention plans (BIPs) is a critical aspect of evidence-based practice. Research demonstrates that neither training nor consultation is sufficient to improve and maintain high rates of treatment integrity (TI). Therefore, evaluation of ongoing support strategies is needed. The purpose of this…
Descriptors: Generalization, Behavior Modification, Metacognition, Student Behavior
Roberts, Garrett J.; Solis, Michael; Chance, Becky – TEACHING Exceptional Children, 2019
The research illustrated throughout this article supports the cycle of creating reading and behavior goals, monitoring of goals, and reflecting on goals to improve future goals. This article provides examples of how teachers of small-group reading interventions can incorporate these brief and targeted self-regulation interventions as part of…
Descriptors: Metacognition, Reading Instruction, Intervention, Small Group Instruction
