Inappropriate mealtime behavior (IMB) is a type of feeding challenge within the broader class of food refusal. The purpose of this study was to critically analyze the efficacy of interventions for the treatment of IMB through a meta-analysis of research using single-case experimental designs. We examined the extent to which different interventions…

Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The…

Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…

During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children's behavior while transitioning. Participants (N = 40; 77.5% Male; 92.5% Hispanic) were enrolled…

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in…

School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are…

Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement,…

Middle school is a cornerstone for success in high school. However, cognitive, emotional, and behavioral engagement of adolescents often decline as they transition from elementary to middle school, resulting in lower school grades and more challenging behaviors, especially for adolescents with or at risk for emotional and behavioral disorders…

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…

The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center-based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of…

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimands ratios (PRRs) have received little research attention. PRRs studied in elementary school have been associated positively with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in…

In the United States, many teachers feel underprepared to manage student classroom behavior positively. Such management is crucial for students to learn effectively, especially those with or at risk of emotional and behavioral disorders (EBD). Although increasing teacher praise and decreasing teacher reprimands may be research-based practices,…

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, though this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…

The prevalence of psychotropic medication use among students with emotional and behavioral challenges continues to increase as intensive behavioral interventions are designed and evaluated in schools. There is general consensus among clinical professionals that psychotropic medications are not "silver bullets" but should be expected to…