Timeout has been used extensively within schools to address inappropriate behavior in children. In practice, timeout is not a single strategy; rather, it is a compilation of related practices. Some forms of timeout are research-based practices for modifying student behavior. However, others lack research support and frequently are misused,…

At the onset of the COVID-19 pandemic, schools across the United States transitioned to some form of emergency remote instruction. Preliminary research suggests that special education services may have been disjointed and many caregivers assumed a primary role in service provision during emergency remote instruction. To extend this work with a…

Multi-Tiered System of Supports (MTSS) is a framework that incorporates assessments and interventions to reduce behavior issues and increase student achievement. Schools utilize Response-to-Intervention (RTI), a multi-tiered approach, to support students with academic and behavioral needs. School and district leaders in rural contexts face…

This qualitative comparative case analysis aimed to examine the social, emotional, behavioral, and environmental factors that impact elementary students' ability to improve their academic skills. This research looked to identify the problem and the number of students struggling with academic, behavioral, and emotional concerns. Studies show that…

Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and…

Behavior disorders in early childhood are a major public health concern. A large percentage of young children spend their day in childcare settings, making early childhood educators a relevant population to target for behavior management interventions and training. Conscious Discipline® (CD®) is an evidence-based program targeting social emotional…

Moderate feeding problems affect many children with autism spectrum disorder and often co-occur with disruptive mealtime behaviors. Although parent-mediated interventions have shown promise to support feeding problems, research has primarily occurred within randomized controlled trials when delivered by highly trained clinicians in specialty…

This pilot study integrated quantitative and qualitative data to examine the feasibility of implementing a modified version of a multiple family group behavioral parent training intervention (The 4Rs and 2Ss for Strengthening Families Program [4Rs and 2Ss]) in child welfare (CW) placement prevention services from the perspectives of participating…

Teachers are responsible for delivering classroom-management plans and behavior support plans; however, many struggle to implement them consistently. Low levels of treatment integrity may be the result of various implementation barriers. No study has been conducted to examine teachers' experience of these barriers within the context of specific…

Policies exist to regulate the use of restraint and seclusion so that they are only implemented when necessary and following appropriate standards and procedures. These policies often focus on students with disability. This qualitative study explored school leaders' understanding, use and perspectives of the Restraint and Seclusion Policy mandated…

Schoolwide positive behaviour support (SWPBS) programs have proven to be largely effective at reducing problem behaviour in schools. Full implementation of SWPBS has been associated with positive behavioural and academic outcomes. However, despite their effectiveness, implementation rates of SWPBS remain low. For SWPBS to be sustained, a number of…

An urban southeastern state school district has implemented the Positive Behavior Intervention Support (PBIS) framework since 2014. However, campus administrators from six middle schools in the school district faced overcoming the PBIS emerging status as designated by the State Board of Education. The purpose of this basic qualitative study was to…

The purpose of this monograph is to advance thinking about transforming how schools play their role in addressing barriers to learning and teaching. In the process, the authors discuss embedding and framing the evolving literatures related to improvement and implementation sciences into a general intervention perspective. Part I of this monograph…

Challenging behaviors are linked to negative long-term developmental outcomes for young children with disabilities and remain a primary focus of service delivery for many early intervention practitioners and families. Positive Behavior Interventions and Supports (PBIS) is a tiered prevention framework that recommends evidence-based positive…

Students exhibiting behaviours of concern are at increased risk of poor outcomes during their school years. The implementation of school-wide positive behavioural interventions and supports (SWPBIS) has repeatedly been shown to be an effective, evidence-based approach that supports teachers to select and adopt effective practices to meet the…