Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management…

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research…

Reflecting an overall policy shift in Oregon and nationwide, Oregon passed laws in 2013 and 2015 aimed at changing the way school discipline is applied in grades K-12. The 2013 legislation directed districts to replace zero-tolerance policies with an emphasis on preventing and reducing unnecessary student suspensions and expulsions. Suspensions…

Deficits in executive functions can lead to many difficulties for students with disabilities. Research has shown a strong correlation between deficits in executive functions and deficits in academic performance and social-emotional functioning. With state testing requirements, response to intervention (RTI), and positive behavior interventions and…

Autism spectrum disorder (ASD) is a common neurodevelopmental disorder affecting approximately 1 in 59 children (Baio et al. "MMWR Surveillance Summaries," "67"(6), 1, 2018). A commonly experienced psychiatric comorbidity in ASD is anxiety. Although this is known, little research has been done on the specific issues concerning…

The Scientist Practitioner model is a universal approach towards the education and preparation of doctoral students in psychology in general and behavior analysis in particular. Components of such an approach include a grounding in an empirical and scientific worldview, an investigatory approach towards the study of human behavior, training in…

The U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students' engagement and sense of well-being. The Office of…

This brief provides considerations for conducting and implementing functional behavior assessments (FBA) and behavior intervention plans (BIPs) using virtual technology. There are many situations in which virtual FBA/BIP implementation may be necessary or desired. For example, virtual FBA/BIPs can support students attending schools in areas that…

The Good Behavior Game (GBG) is a well-established intervention for decreasing problem behaviors in the classroom. Although the GBG has a long history of both empirical support and real-world implementation, the specific types of supports teachers find useful in implementing evidence-based interventions is an area that has received increasing…

The Individualized Education Plan (IEP) document is a legal plan for special education which is created by a team that includes educators and you, the child's family. The IEP contains goals to promote your child's success in school and should, if needed, include goals on improving their behavior. The IEP provides information about the specifically…

Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010; Chaplain, 2008; Coronado, 2011; Paquette & Rieg, 2016; Rieg, Paquette, & Chen, 2007; Schlichte, Yssel, & Merbler, 2005; Vesely, Saklofske, &…

In a multi-tiered system of support, we often conceptualize intensive interventions as supplemental academic or behavior supports delivered to a small group of students at Tier 2 or intensive, individualized supports at Tier 3. At Tier 2, some students may not initially respond to the standard protocol of an intervention. In these situations, it…

Many teachers and parents of young children with disabilities, particularly autism spectrum disorder (ASD), are familiar with young children who engage in repetitive and restrictive behaviors such as flapping, spinning, and rocking. This type of restrictive and repetitive behavior, or stereotypy, can be common, over time it can become problematic…

Despite the large body of literature and advocacy for evidence-based behavior management practices when working with children, explicit steps and strategies for implementing such practices are less common. This may be a barrier for practitioners working with children with disabilities and unique behavioral needs within physical education and other…

Visual supports are content provided in a visual manner that help people to navigate and/or make sense of the world around them. The use of visual supports has been identified as an evidence-based practice (EBP), with evidence of its effectiveness when used to address challenging behavior, school readiness outcomes, joint attention outcomes, or…