Premack principle, often referred to as Grandma's law, describes how individuals will perform an arduous or undesirable activity if given access to a desirable activity after the completion of the original task. Premack discovered that highly preferred restricted activities in and of themselves can be reinforcing when preceded by activities that…

Students with specific learning disabilities (SLDs) sometimes experience anger, which can negatively affect their academic performance and social relationships if not managed properly. Prevention and intervention programs are beneficial in addressing this issue. Bibliotherapy is an effective method for anger management and is categorized into…

Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers…

Even though the most prevalent category of disability served in the U.S. school system is specific learning disabilities (SLD), practitioners are often unfamiliar with the indicators associated with a specific LD such as dysgraphia and dyslexia. Misconceptions or an absence of understanding of the behavioral indicators related to dysgraphia and…

Students eligible for special education services for learning disabilities and emotional and behavior disorders often display characteristics that create obstacles to their learning. Mindful breathing, a mindfulness technique, can help students with these disabilities regulate their attention, thoughts, and emotions during academic instruction.…

Trauma exposure and post-traumatic stress disorder are more prevalent in people with intellectual disabilities (PWID) than in the general population, yet the evidence base for trauma interventions in this population is sparse. Compassion-focused therapy (CFT) may be particularly well-suited to PWID for a number of reasons, including its…

Most definitions of emotionally disturbed youngsters suggest that disturbances in the child's behavior patterns cause academic and social problems which affect the child and his peers. While the process of identification may be facilitated by operational criteria within a definition, these factors are noticeably absent from definitions of…

The Conference at the University of Oviedo, Spain, within the 44th Annual Meeting of the International Academy for Research in Learning Disabilities, was an excellent opportunity to share knowledge, explore perspectives and reflect on the study of neurodevelopmental disorders in Europe and elsewhere in the world. The William M. Cruickshank…

The relationship between frustration tolerance and academic behavior is well documented in the existing literature, specifically in regard to students with learning disabilities. This column addresses these connections and then provides specific strategies to address low frustration tolerance and increase emotional self-regulation in the…

The relationship between learning disabilities and behavior disorders is well documented and has led to the development of integrated interventions that target both academic and behavior deficits in elementary students. This paper describes the rationale, development, and implementation of an integrated academic-behavior intervention called…

Self-monitoring has proven to be an effective strategy for improving academic performance for students with learning disabilities (LD). In addition to academics, these interventions have improved actions such as task completion, engagement, and on-task behaviors. As a supplement to self-monitoring, self-talk strategies have similar effects in…

Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in…

This book addresses a wide range of issues situated in the core of theoreticians' and clinicians' work in the field of giftedness. It gathers practical issues, relevant for the lives of many gifted children, adolescents and adults, from a neuropsychological point of view. By studying the basic questions in gifted education through a…

The Zero Tolerance policy was intended to eliminate learners who are a danger to a learning institution (Henson, 2012). The development of this policy was to assist schools with better policing approaches of students conducts by employing tough disciplinary action and subsequently provide a safer learning environment. While the Zero Tolerance…

There is a research base for practices associated with Positive Classroom Behavior Supports (PCBS). An ongoing concern in the field is how to support educators in selecting and implementing with fidelity, the evidence-based practices matched to student needs. The classroom strand at the recent 2022 Center on Positive Behavioral Interventions and…