Teachers and school leaders frequently make decisions about which strategies will best support students who struggle academically or behaviorally, but evidence-based information about the quality of these strategies is not always available. Resources as the What Works Clearinghouse and the Regional Education Laboratories can help educators…

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally…

Behavior management can be a key to student, teacher, and district success. When students with disabilities are served, effective behavior management is even more critical. Failure to implement proper discipline with students with disabilities can have financial consequences. For students, the emotional toll can be greater, albeit intangible.…

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents. Information is presented for each Montgomery County (Maryland) public school. While much of this…

The study compared effects of varying sets of instructions on teacher (N=376) and mental health professional (N=178) ratings of student problem behaviors. A statistically significant difference between teachers and mental health workers emerged, though main effects for instructions were not statistically different. Teachers were more consistent in…

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents in all Montgomery County (Maryland) public schools. The information is presented for each school.…

A survey of elementary teachers in Great Britain showed that the behaviors that caused teachers most problems were talking, not paying attention, disobeying, and disturbing others. Boys were generally regarded as being more troublesome and disruptive than girls. (Author/RM)

This case study focused on an adult with severe disabilities and multiple problem behaviors fitting a pattern of behavioral escalation. Functional assessment indicated that use of rule statements by the teacher was related to occurrence and escalation of problem behaviors. Elimination of rule statements was an effective instructional intervention…

Examination of the effects of difficulty level of academic tasks on the behavior of 2 subjects (ages 9 and 12) with severe behavior disorders found that difficult tasks were generally associated with lower percentages of time-on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. (Author/DB)

This article reviews the development of functional analysis in understanding behavior problems like self-injury and aggression and, more recently, school-based problems. Seen as particularly promising is current work on the analysis of setting events and analysis of dependent variables by considering the effects of intervention on response…

The behavior of each of 120 students in grades 9-12 was rated by 2 of the student's teachers using the Revised Behavior Problem Checklist. Results indicated a generally low to moderate degree of relationship among teacher ratings. It is recommended that clinicians collect behavioral ratings from many raters before reaching diagnostic conclusions.…

The behavior of 120 children (grades 9-12) was rated by 2 groups of teachers using the Revised Behavior Problem Checklist. The correlation coefficients obtained indicate low to moderate relationship between teacher ratings of the same child, with the strongest correlations for the subscale Attention Problems-Immaturity. (Author/JDD)

After viewing videotaped vignettes of classroom situations, 155 teachers rated severity, tolerance, manageability, and contagion factors related to a target child. Ratings indicated significant multivariate differences between regular/special education teachers and disruptive/nondisruptive behaviors, with regular educators being less tolerant and…

This study of teaching methods in language interventions with three preschool children with autism found greater improvements in responding and considerably less disruptive behavior during the natural language (using functional stimuli and natural reinforcers) teaching condition compared to the traditional language condition. (Author/DB)

Functional analysis of the aggressive behavior of 2 boys (ages 10 and 12) with autism involved 20 brief functional assessment trials in the classroom under 3 conditions. Results showed a clear pattern in each child's aggressive behavior and suggested logical intervention strategies. The discrete-trial approach presented a practical, ecologically…