This study aims at: (1) knowing whether there is an influence from the sensory integration approach using brain gym treatment and meronce (bead stringing) activities towards counting skills among children with special needs; (2) describing the effect of the sensory integration approach through brain gym treatment and meronce activities on counting…

Today's reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists' training programs are budding with the potential for innovative practices…

Students may benefit from evidence-based interventions to support their classroom learning (Carmago et al., 2016). Additionally, laws and policies, such as the Every Student Succeeds Act (2015) and the Individuals With Disabilities Education Act (2006), mandate the implementation of evidence-based practices to improve student outcomes in schools.…

Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…

School-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with…

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with…

Managing disruptive learner behaviour has for many years been a matter of concern to school administrators, teachers and parents. In Zimbabwe, teaching and learning processes have been affected by serious interference that has adversely affected the learners and the teachers. The research question addressed in this study relates to the strategies…

Students with persistent challenging behavior are present in nearly every classroom. Teachers need the knowledge and skills to understand student behavior and intervene effectively. This article presents a framework to guide teachers in understanding student behavior and feasible tools for collecting data about the function of student behavior.…

Differential-reinforcement-of-low-rate (DRL) schedules can be used to decrease, but not eliminate, excessive bids for teacher attention in a classroom. There are two primary methods of implementing a DRL: full session and spaced responding. Some research suggests that the full-session DRL may eliminate target responding. The purpose of the current…

This study evaluated the effects of teacher adherence to behavioral treatment on student outcomes. Eighty-four children (ages 7-11) completed a 12-week, collaborative school-home behavioral intervention designed for youth with significant attention-deficit/hyperactivity disorder symptoms and impairment. Teacher adherence was assessed via school…

Teachers' adopted behaviors and their instructional management strategies are likely to have some differences on the basis of personal differences. This idea may be due to different beliefs about how effective education and teaching should be. The aim of this study is to adapt the Behavior and Instructional Management (BIM) Scale, which aims to…

The RUMERTIME Process (RP) is a five-step culturally responsive social-emotional, problem-solving, prevention-intervention strategy used to educate, equip, and empower students, educators, and families. The RP equips individuals with the abilities to recognize, understand, manage, express, and reflect on their thoughts, interactions, mindsets, and…

Although there is substantial functional behavioral assessment (FBA) literature suggesting that function-based interventions are effective for improving problem behavior, only a limited number of studies have examined the effectiveness of function-based antecedent versus consequent interventions. Additionally, although there has been a recent…

This paper provides a review of the literature on bullying in school settings. The role of Solution-Focused Brief Therapy (SFBT) is explored as a possible intervention approach. Clear gaps in the literature indicate that further studies are recommended on the effectiveness of SFBT on bullying at schools.

Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might…