Positive behavioral interventions and supports (PBIS) Tier 2 interventions are deemed an evidence-based practice that influences student academic and behavioral success. The problem addressed in this study was that there exists an academic and disciplinary disparity between African American students and peers of other races. The purpose of this…

A tremendous amount of evidence supports the importance of building relationships between educators and students (Kincaide et al., 2020). Because of this, there is an emerging focus in both research and practice on how student-teacher relationships are assessed, the impact of these relationships on student outcomes, and methods for building and…

In this article, the authors introduce precorrection as a feasible, effective strategy for teachers and families to use to increase engagement and minimize disruptive behavior in a range of learning contexts. The authors provide step-by-step guidance to illustrate how precorrection can be used by teachers in in-person and remote learning…

While disability is recognised by the United Nations Convention on the Rights of Persons with Disabilities (CRPD) as an evolving concept, the language of positive behaviour support has not kept pace with the current human rights-based approach. The widely-used terms 'challenging behaviour' and 'behaviours that challenge' imply that the behaviour…

This is an educational-philosophical, more particularly, a societal-theoretical reflection on the "blame game" that is occasionally played between the parental home and the school with respect to the behaviour displayed by children in these societal relationships. After consulting the literature regarding this issue, and the findings of…

The purpose of this generic qualitative study was to explore middle school and/or high school teachers' experience and decision-making processes regarding writing disciplinary referrals for African American students demonstrating disruptive behavior in the classroom. "How do teachers describe their experiences and decision-making processes in…

The present study aims to examine the effects of the MindfulTEA program, an Mindfulness-based Interventions (MBIs) specifically designed for adults with Autism Spectrum Disorder (ASD) and Intellectual Disability, to reduce behavioural problems. MBIs are effective in improving well-being in people with high-functioning ASD, but little is known…

Students with autism spectrum disorder (ASD) often have trouble in the classroom when it comes to social interactions, changes in routine, disordered environments, and intense sensory stimulation. In this study a workshop was designed to assist special education teachers and school administration to manage challenging behaviors of students with…

Facilitating success for students with behavioral health challenges requires effective collaboration among professionals from traditionally disparate systems (e.g., education, health, and mental health). The current investigation describes a case-study implementation of a school-based learning collaborative model and explores its effectiveness in…

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within…

Students who exhibit externalizing behaviors may impede learning in the classroom and lead to cycles of negative teacher-student interactions. Positive relationships among students, peers, and educators serve as a protective factor against childhood adversity and are a predictor of academic, social, and behavioral outcomes. By incorporating…

This study used a multiple regression analysis to determine if there was a significance between the existence and intensity of student maladaptive behaviors, number of hours of teacher trainings in proactive and preventative behavior management techniques, and the number of instances a student is exposed to aversive techniques. The general problem…

Public school teachers are responsible for their students' academic achievement. Their primary role is to deliver academic material in a structured and safe learning environment. One thing that hinders their ability to execute this, however, is having to intervene on behaviors that interfere with optimal learning. These interfering behaviors,…

The prevalence of challenging behavior, such as aggression, self-injurious behavior, tantrums, and noncompliance with everyday expectations among young children with intellectual and developmental disability (IDD), is higher than the prevalence of challenging behavior for children without disabilities. Without appropriate intervention, challenging…

We examined the effectiveness of coaching on caregiver implementation of responding to joint attention (RJA) intervention for toddlers with autism. We used a nonconcurrent multiple-baseline across participants single-case research design to examine the relation between coaching practices and caregivers' RJA intervention implementation behaviors.…