Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses…

The prevalence of students with behavioral problems who also have learning problems has been reported to be as high as 50% (Glassberg et al. "Behavioral Disorders," 25, 9-21, 1999). In the current study, we progressively evaluated the effects of positive reinforcement, instructional strategies, and, if needed, negative reinforcement on…

Background: Although many studies have suggested that students' externalizing (aggressive and rule-breaking) behaviour is detrimental to their academic achievement, the underlying mechanisms have rarely been investigated. Aims: We conducted a longitudinal investigation of whether the negative relation between externalizing behaviour and academic…

Research has shown that students who are healthier and have access to opportunities for physical activity may achieve improved academic achievement. However, challenges with classroom and behavior management can be disruptive to learning opportunities in physical education classes. A combination of a comprehensive school physical activity program…

Disruptive student behavior in middle school is associated with negative outcomes, including poor grades, low achievement scores, dropout, lost teaching time, teacher burnout, and societal expenditures. Classroom Behavior Management (CBM) strategies are effective at reducing disruptive behavior, decreasing teacher stress, and increasing…

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…

Although many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of…

Though many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of…

School-Based Management (SBM) has served as a key reform program, concretizing decentralization in the basic education sector in different parts of the world, including the Philippines. The study used qualitative research methods, including key informant interviews and focus groups of faculty and administrators, to explore the challenges of SBM in…

Vocal stereotypy is a commonly occurring challenging behavior in children with autism spectrum disorder (ASD) that is frequently maintained by automatic reinforcement and often interferes with skill acquisition. Matched stimulation (MS), and response interruption and redirection (RIRD) are two interventions that have been demonstrated to be…

Instructional tasks and assignments can often generate severe and high rates of problem behaviors for some students in special and general education. These daily instructional assignments or tasks often pose an aversive condition, thus favoring behaviors that effectively escape such a condition as functional. The author asks the rhetorical…

The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs). The guide covers: (1) components of quality behavioral IEP goals; (2) how to know which behavior(s) should be addressed through an…

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses…

Group contingencies are an effective way to prevent and address problem behavior; however, the extent to which these effects transfer to settings where the intervention is not implemented (i.e., setting generalization) is unknown. Using a multiple baseline design, this study assessed the setting generalization of the effects of an interdependent…

Addressing the needs of all students with behavioral problems is important, as research and legislation prioritize the implementation of school-wide positive behavioral interventions and supports (SWPBIS) in school settings. The Individuals with Disabilities Education Improvement Act (IDEIA) specifically includes a provision to consider behavior…