Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

Individuals with disabilities may engage in challenging behavior to escape aversive stimuli, like academic tasks or non-preferred foods. Interventions to reduce these behaviors often employ escape extinction; that is, the implementer withholds escape following challenging behavior. Escape extinction can increase risk of injury, restrict autonomy,…

Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g.,…

High rates of teacher turnover are of critical concern for education agencies on a national level. When surveyed, teachers commonly report that student problem behavior is a primary motivator for leaving the profession. Previous research indicates that efforts to promote classroom management skills that address disruptive student behavior may…

Previous research has shown that disruptive behavior can impair students' academic success (Pierce et al. in Remedial Spec Educ 25:175-188, 2004, https://doi.org/10.1177/07419325040250030501), as well as increase teacher's stress level (Westling in Remedial Spec Educ 31:48-63, 2010, https://doi.org/10.1177/0741932508327466). The Class Pass…

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to…

Middle school is a cornerstone for success in high school. However, cognitive, emotional, and behavioral engagement of adolescents often decline as they transition from elementary to middle school, resulting in lower school grades and more challenging behaviors, especially for adolescents with or at risk for emotional and behavioral disorders…

Training teachers to select and implement appropriate function-based interventions may reduce their reliance on behavior specialists and other support staff to help manage their students' problem behavior in the classroom. Most prior studies on this type of training evaluated outcomes by measuring teachers' verbal report rather than their…

The purpose of this study was to evaluate the usefulness of an intervention selection model on the outcomes of function-based interventions for escape-maintained problem behavior. The study included five children with Autism Spectrum Disorder and was conducted in a school setting. We conducted functional analyses to determine the function of…

Behavior intervention plans (BIPs) are intended to help educators systematically support students with behavioral problems at school. Previous research confirms that the effectiveness of a BIP depends on the degree to which the plan is technically adequate and implemented with integrity. What remains unclear from the literature is how professional…

This review compared the effectiveness of functional behavior assessment-based interventions (FBAI) versus non-functional behavior assessment-based interventions (NFBAI) through an examination of 24 single-case design (SCD) studies that directly compared the effects of these intervention approaches. This review also systematically examined the…

Problem behavior in the classroom leads to challenges for teachers who often feel ill equipped to address such behavior. Behavior analytic interventions have been shown to be effective for reducing problem behavior in the classroom. Less is known about the impact of these interventions when implemented using digital technology. The purpose of the…

Inappropriate behaviors often occur in non-classroom settings, such as lunchrooms, due to the increased volume of students with fewer supervising adults. As such, there is a need for effective and efficient behavior management interventions that can be implemented in these environments. To address frequent disruptions in an urban elementary…

Restricted or repetitive behavior (RRB) is common for individuals with visual impairment (VI), autism spectrum disorder (ASD), and intellectual disability. Previous reviews have suggested that VI may moderate the effectiveness of behavioral interventions to decrease RRB. A search of the single case literature resulted in 30 studies and 40…

School practitioners increasingly use functional behavior assessments to design behavior intervention plans when students engage in challenging behavior that is not improved by classroom management or standard interventions. Behavior intervention plans should aim to produce behavior change that maintains across time and generalizes to relevant…