For this study, an alternating treatment single-case research design was used to evaluate and compare the impacts of student-led and teacher-led Tootling on individual student's disruptive behaviors and academic engagement. Student-led Tootling, teacher-led Tootling, and baseline conditions were alternated daily following a systematically blocked,…

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) tend to have difficulty regulating their emotions and behaviors, which can have adverse academic and social effects (e.g., academic underachievement, failing grades, grade retention, suspensions, expulsions, school dropout, and peer rejection). Possible interventions that have…

Problem behavior, such as non-engagement, impacts academic outcomes (McIntosh et al., 2008; Morgan et al., 2008; Nelson et al., 2003; Roberts et al., 2015). Theories examining the relationship between problem behavior and academics suggest the following regarding the directionality of the relationship: (a) academic challenges lead to problem…

This author conducted a comprehensive literature review that examined the associations of mindfulness, resilience, academic indicators, and test anxiety in school-aged pupils from the perspective of a beginning school psychologist. This comprehensive literature review aimed to investigate how mindfulness, resilience, academic indicators and…

Tier 2 behavioral interventions support the development and reinforcement of prosocial behaviors for at-risk students. While popular Tier 2 programs, like check-in check-out (CICO), increase positive adult attention and behavioral feedback, very few include components explicitly aimed at addressing escape-maintained problem behavior. Breaks are…

The purpose of this study is to investigate the impact of Tootling on disruptive classroom behaviors and academically engaged behaviors within a self-contained setting of students with emotional and behavioral disorders (EBD). This study aims to answer two research questions: (1) Is there a functional relationship between Tootling and reducing the…

African American students have been overrepresented in school discipline and the criminal justice system for years. The tendency for this overrepresentation increases when the African American student has a disability, particularly emotional or behavioral disabilities. The problem addressed in this study is that African American students…

Academic engagement has been shown to decline as students progress through elementary and middle school, reaching the lowest levels in high school. Increasing student engagement has been an explicit goal of many school and district improvement efforts, especially at the high school level. As the capabilities of portable technology continue to…

This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the…

Problem behaviors are prevalent in schools and may result in negative effects for the students exhibiting those behaviors, teachers, and other students. Increasing on-task behaviors has been shown to minimize disruptive behaviors. The current study utilized an interdependent group contingency-based intervention, Class-Wide Function-related…

The present study examined the Daily Report Card (DRC) intervention in high-functioning students with autism spectrum disorder (ASD). The DRC is a commonly employed behavioral intervention for treating children with disruptive and off-task behaviors in schools. To implement a DRC, teachers and parents work collaboratively to create an…

This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…

The Good Behavior Game (GBG) is an interdependent group contingency designed to address behavioral concerns. The vast majority of published findings on the GBG have supported its effectiveness in decreasing disruptive behavior in classroom settings. The purpose of this study was to investigate the effectiveness and the social validity of a…

Challenging behavior in preschool is a serious concern for teachers. In recent years, positive behavior support (PBS) has been shown to be effective in reducing such behaviors. Class-Wide Function-related Intervention Teams (CW-FIT) is a specific program for implementing PBS principles in classroom settings. CW-FIT is a group contingency that…

Students who struggle with challenging behaviors are sometimes placed in alternative education (AE) settings where they are provided with intensive supports including punitive approaches to behavior management. Some AE settings have moved towards using proactive practices, like schoolwide positive behavior supports (SWPBS), to promote positive…