Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in…

Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…

Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for…

A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three…

The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a…

Active supervision--defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member--is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized…

The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student-teacher pairs (N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual)…

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school…

We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students' behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an…

Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased…

This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint procedures in educational settings. It includes (a) an introduction with definitions of terminology; (b) a discussion of the problems with the use of physical restraint, policy on this topic, and the…

Understanding the factors that mediate the effect of educational or behavioral intervention is critical to advancing both research and practice. When properly implemented, mediators add depth to the results of intervention research, indicating why a program works, highlighting ways to enhance its effectiveness, and revealing the elements that are…

Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with…

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent-teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and…

We conducted this systematic literature review to explore the current evidence base of instructional choice, a low-intensity, teacher-delivered strategy to support academic engagement and decrease challenging behaviors. Specifically, we focused on school-based settings, applying quality indicators (QIs) and evidence-based standards of the Council…