This paper describes the approach used by two demonstration sites to implement Pyramid Model Practices at fidelity and address behavioral issues without the use of suspension and expulsion. The article describes the critical features of implementation used by public school preschool centers to improve the implementation of evidence-based social…

Children with social behavior problems need teachers who are prepared to use evidence-based interventions to increase their likelihood of success. However, it is clear that teachers do not feel prepared to support children in this area. One approach for supporting teachers in using more effective interventions for children with behavior needs is…

There is substantial empirical evidence that the Functional Behavioral Assessment (FBA) process is an effective means to reduce student problem behavior and increase desirable behaviors (e.g., What Works Clearinghouse, 2016). The use of an FBA as the basis for a behavior intervention plan (BIP) has been a requirement for certain disciplinary…

At the 2016 TASH Conference in St. Louis, a research colloquium was held that focused on the state of selected life-span services for people with severe disabilities. Topics addressed by leading experts in the field included inclusion, teaching academic skills, family support, challenging behavior, supported employment, and voting. This article…

The quality of a school's social environment is critically related to student outcomes, including academic performance, attendance, student behavior, and high school completion rates. New Hampshire engaged in a dropout prevention initiative between 2006 and 2012 that focused on implementation of the multitiered Positive Behavioral Interventions…

This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school-wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K-8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols…

Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns…

According to federal mandates, if a student's behavior impedes their learning or the learning of others, the individualized education program team is required to address this with a functional behavioral assessment (FBA). The intent of the FBA is to determine the function, or reason, of the impeding behavior for the development of a behavioral…

The Good Behaviour Game (GBG) is a universal behaviour management intervention that aims to to improve pupil behaviour with the following core elements: classroom rules, team membership, monitoring of behaviour, and positive reinforcement (rewards). While it is primarily used with children in primary schools, it can also be implemented in early…

An antecedent exercise (AE) intervention was conducted with two young children who demonstrated challenging behaviors during a large group circle time activity in a preschool classroom; outcomes were evaluated in the context of alternating treatments designs. Results from the initial visual analysis suggested no overlap between conditions, with…

This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher-child interactions. The study sample comes from a randomized controlled…

The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group…

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert…

In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study…

Implementation of Positive Behavior Interventions and Supports (PBIS) is expanding nationally with promising outcomes at the high school level, suggesting that PBIS may be an effective approach for addressing behavior problems, improving attendance, and enhancing school climate. When implemented with fidelity, PBIS serves as an organizing…