Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach--including a culturally adapted social and…

A percentage of individuals with autism and other developmental disabilities engage in severe, dangerous challenging behaviors. Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervention, which has been shown to increase staff…

Purpose: The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March & Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning…

The use of behavioral skills training (BST) to educate 3 adolescent boys on the risks of lighters and fire setting was evaluated using in situ assessment in a school setting. Two participants had a history of fire setting. After training, all participants adhered to established rules: (a) avoid a deactivated lighter, (b) leave the training area,…

Errorless academic compliance training is a graduated, noncoercive approach to treating oppositional behavior in children. In the present study, three teaching staff in a special education classroom were trained to conduct this intervention with three male students diagnosed with autism spectrum disorders. During baseline, staff delivered a range…

The delivery of food contingent on 10 s of consecutive toy engagement resulted in a decrease in engagement and a corresponding increase in other responses that had been previously reinforced with food. Similar effects were not observed when tokens exchangeable for the same food were delivered, suggesting that engagement was disrupted by the…

MDT provides an empirically based treatment for adolescents with behavioral problems such as anger, oppositional defiant and sexual and physical aggression (Apsche & DiMeo, 2010). It offers therapists a more efficient and timely intervention that positively effects recidivism rates (Apsche, Bass & Murphy, 2004). Based on Cognitive Behavioral…

Some individuals with developmental disabilities and emotional disorders may engage in challenging behavior that can result in the use of aversive procedures and/or seclusion from typically developing peers. They may also engage in low levels of physical activity. One way to decrease challenging behaviors while increasing overall levels of…

The study examined whether psychosocial intervention for children diagnosed with a disruptive behavior disorder (DBD; n = 84) changed concentrations of cortisol and testosterone across a 3-year follow-up when compared to a matched, nonclinical, healthy comparison (HC; n = 69) group. Boys and girls (6-11 years) with a DBD were randomly assigned to…

The research literature on the use of Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP) for students with emotional/behavioral disorders, who present problem classroom behaviors for use in the schools, is well documented. There are school-wide, district-wide, and state-wide plans that are currently being…

A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the…

Students with emotional behavioral disorders (EBD) require pervasive supports that are typically addressed through behavior intervention plans. This article illustrates one student's ("Mark") journey from the general education high school campus, to an alternative discipline campus, and subsequent placement at a juvenile corrections setting. Also,…

Objective: The current study examined the impact of the gender of children with ADHD on teachers' perceptions toward inattentive, hyperactive, or oppositional behaviors, and how these perceptions relate to teachers' ratings of children's impairment and referral recommendations. Method: Teachers read eight vignettes depicting boys and girls with…

In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…

Children often have complex emotional and behavioral disorders (ADHD, ODD, Depression, PTSD, etc.). A large amount of research exists in the behavioral treatment of children with these disorders regarding specific behavioral problems. Much less research exists for the treatment of comprehensive problematic behaviors that these children experience…