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Direct linkJorgensen, Mikaela; Nankervis, Karen; Chan, Jeffrey – International Journal of Developmental Disabilities, 2023
While disability is recognised by the United Nations Convention on the Rights of Persons with Disabilities (CRPD) as an evolving concept, the language of positive behaviour support has not kept pace with the current human rights-based approach. The widely-used terms 'challenging behaviour' and 'behaviours that challenge' imply that the behaviour…
Descriptors: Behavior Problems, Disabilities, Labeling (of Persons), Language Usage
Bulla, Andrew J.; Frieder, Jessica E. – Psychology in the Schools, 2018
Teachers are responsible for providing an education to students of all ability levels. Recent data suggest that roughly 95% of students with a disability are receiving some form of education in their general education setting. Individuals with disabilities tend to engage in higher levels of disruptive behaviors (e.g., talking out in class,…
Descriptors: Self Management, Disabilities, Behavior Problems, Classroom Techniques
Hsiao, Yun-Ju – Intervention in School and Clinic, 2018
Parents of children with disabilities often experience a higher level of stress than parents of children without disabilities, regardless of categories of disabilities. Understanding parental stressors can lead to appropriate interventions and supports for these parents and their children with disabilities. This article discusses issues of…
Descriptors: Parents, Stress Variables, Disabilities, Children
Hodge, Nick – British Journal of Learning Disabilities, 2015
"Positive handling" has become a popular intervention within education and other services in England in the management of behaviours that challenge. This paper uses a vignette of an observation of the handling of children with autism as a starting point for consideration of whether this practice can ever really be experienced as positive…
Descriptors: Autism, Childrens Rights, Behavior Problems, Disabilities
Emerson, Anne – Pastoral Care in Education, 2016
Children with special needs and disabilities (SEND) in mainstream schools have a wide range of complex conditions rendering it impossible for teachers to fully understand all the complexities of their needs. Difficulties with understanding and self-control lead to much of the behaviour that is considered unacceptable within schools and that can…
Descriptors: Disabilities, Mainstreaming, Special Needs Students, Student Needs
Hart, Shelley R.; Harrison, Molly J. – Communique, 2017
The Alcohol Abuse and Alcoholism branch of the National Institute of Health (NIH) indicates that there is no known safe level of alcohol consumption during pregnancy (NIH, 2015). Prenatal alcohol exposure (PAE) is the leading preventable cause of birth defects and neurodevelopmental abnormalities in the United States, which is not surprising given…
Descriptors: Alcohol Abuse, Fetal Alcohol Syndrome, Neurological Impairments, Prenatal Influences
Download full textRafa, Alyssa – Education Commission of the States, 2018
Suspensions and expulsions have long been employed in schools to discipline students for disruptive behavior and maintain a safe school environment. However, a growing body of research suggests that these types of disciplinary interventions negatively impact student achievement and increase both students' risk of dropping out and their likelihood…
Descriptors: Suspension, Expulsion, Discipline Problems, Behavior Problems
Gagnon, Douglas J.; Mattingly, Marybeth; Connelly, Vincent J. – Carsey Institute, 2013
The restraint and seclusion of individuals--practices usually associated with highly restrictive environments--are extreme responses to student behavior used in some public schools. In this brief, authors Douglas Gagnon, Marybeth Mattingly, and Vincent Connelly report that restraint and seclusion are used much more frequently on students with a…
Descriptors: Disabilities, Student Behavior, Public Schools, Students
Rahn, Naomi L.; Coogle, Christan Grygas; Hanna, Alexajo; Lewellen, Traysha – Young Exceptional Children, 2017
Challenging behaviors refer to those behaviors that decrease the child's ability to engage and participate in classroom routines (Dunlap, Wilson, Strain, & Lee, 2013), and therefore, the dilemma in the scenario above is common to early childhood and early childhood special education teachers due to an increase in children experiencing autism…
Descriptors: Evidence Based Practice, Child Behavior, Autism, Behavior Problems
Busacca, Margherita L.; Anderson, Angelika; Moore, Dennis W. – Journal of Behavioral Education, 2015
This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC…
Descriptors: Self Control, Self Management, Behavior Problems, Elementary School Students
Pierce, Corey D.; Nordness, Philip D.; Epstein, Michael H.; Cullinan, Douglas – Intervention in School and Clinic, 2016
Early identification of student behavioral needs allows educators the opportunity to apply appropriate interventions before negative behaviors become more intensive and persistent. A variety of screening tools are available to identify which students are at risk for persistent behavior problems in school. This article provides two examples in…
Descriptors: Screening Tests, At Risk Students, Emotional Problems, Behavior Problems
Liasidou, Anastasia – Emotional & Behavioural Difficulties, 2016
While acknowledging the discursive constitution of student identities through the interplay of unequal power relations and discriminatory processes, the article discusses the ways in which social, emotional and behaviour difficulties (SEBD) are "produced" and "managed" within current schooling. SEBD are routinely framed in…
Descriptors: Power Structure, Psychopathology, Zero Tolerance Policy, Educational Policy
Butler, Anne; Monda-Amaya, Lisa – Teacher Education and Special Education, 2016
Challenging behavior can have adverse effects on both students and teachers, and preservice teachers often report feeling ill prepared to manage this behavior. The purpose of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies…
Descriptors: Preservice Teachers, Teacher Education, Student Attitudes, Behavior Problems
O'Reilly, Mark; Fragale, Christina; Gainey, Summer; Kang, Soyeon; Koch, Heather; Shubert, Jennifer; El Zein, Farah; Longino, Deanna; Chung, Moon; Xu, Ziwei; White, Pamela; Lang, Russell; Davis, Tonya; Rispoli, Mandy; Lancioni, Giulio; Didden, Robert; Healy, Olive; Kagohara, Deborah; van der Meer, Larah; Sigafoos, Jeff – Research in Developmental Disabilities: A Multidisciplinary Journal, 2012
We examined the influence of an antecedent communication intervention on challenging behavior for three students with developmental disorders. Students were taught to request tangible items that were identified as reinforcers for challenging behavior in a prior functional analysis. Individual participant multielement and reversal designs were used…
Descriptors: Behavior Problems, Intervention, Behavior Modification, Disabilities
von Ravensberg, Heidi; Blakely, Allison – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2014
When to conduct a functional behavioral assessment (FBA) is a question answered by both best practice and the law. The special education field continues to improve the effectiveness and efficiency of the functional behavioral assessment, an evidence-based technology that is the basis of a behavior intervention plan (BIP) and a cornerstone of the…
Descriptors: Functional Behavioral Assessment, Behavior Problems, Behavior Modification, Positive Behavior Supports
