Noncontingent reinforcement (NCR) is an effective behavioral intervention when implemented consistently. NCR may be particularly well-suited for use in schools because of its perceived ease of use. However, previous laboratory research suggests that NCR may not maintain therapeutic effects if implemented inconsistently. Inconsistent implementation…

Group contingencies (GCs) are an effective intervention for improving student outcomes in general education school settings but their use in alternative education has historically been limited. However, researchers have recently begun to build a substantial literature base demonstrating the potential of GCs in alternative education. This is…

The present pilot study explored the feasibility, acceptability, and efficacy of a multicomponent social narrative intervention to teach behavioral expectations. We conducted a multiple probe design across three children to evaluate the effects of the intervention on student behavior. In addition, we measured the fidelity of teacher implementation…

Effective interventions are needed to help alternative high school teachers manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a classroom management program based on positive behavior interventions and supports principles. CW-FIT involves teaching appropriate classroom…

The purpose of this literature review is to examine the research base of interventions focused on reducing bullying, aggressive, or inappropriate behavior in recess settings through behavioral-based interventions. This review extends the literature by synthesizing findings from experimental, quasi-experimental, and single-case research on the…

Many early educators cite behavior management as a top professional development need. Evidence-based practices exist to address severe challenging behavior, but promoting implementation of these practices remains a challenge. In this single-case design study, two preschool teachers received coaching focused on implementing three evidence-based…

The purpose of this study was to explore the extent to which two classroom-wide instructional interventions, peer support and instructional choice, were able to reduce escape-maintained off-task and problem behaviors. This study also measured the extent to which these interventions, when coupled with individually designed function-based…

The study described in this article sought to enhance the social interaction skills of 3 preschool children using video modeling. All children had been assessed as having difficulties in their interactions with peers. Two were above average on internalizing problems and the third was above average on externalizing problems. The study used a…

The current meta-analysis examined the evidence for interventions to improve compliance of students with disabilities in school settings. Experimental investigations that investigated compliance or non-compliance and took place with students in a school setting who were between birth and 23 years old were evaluated using the Council for…

Daily Behavior Report Cards (DBRCs) have shown to be a successful intervention for improving classroom behavior for students considered to display challenging behaviors. DBRCs have been used for students with emotional/ behavioral disorder in an effort to improve academic and social outcomes. Few studies have examined the use of DBRCs for students…

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

The use of functional behavioral assessment (FBA) is an effective tool to address a wide range of severe behavior problems of students at risk for or with emotional disabilities (ED). However, the transformation of a procedure proven effective under highly-controlled clinical conditions to a practical and effective strategy for use in applied…

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special…

The scant data available suggest there is a critical need for improving service delivery within alternative education (AE) settings for children and youth with emotional and behavioral disorders (E/BD). A promising approach for improving student outcomes in AE settings is school-wide positive behavior interventions and supports (SWPBIS), an…