The purpose of this study was to examine the relation between teachers' reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom…

Two studies investigated the accuracy of eight different interval-based group observation methods that are commonly used to assess the effects of classwide interventions. In Study 1, a Microsoft Visual Basic program was created to simulate a large set of observational data. Binary data were randomly generated at the student level to represent…

The present study investigated the effects of an intensive training protocol on levels of paraeducator fidelity to a group contingency intervention used to manage the classroom behavior of students with EBD. A multiple baseline design across classrooms was used to determine whether the training was associated with initial and sustained increases…

Students with emotional and behavioral disorders (EBD) are often placed into self-contained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present…

This study determined the effects of sound-field amplification (SFA) on the speed with which students with attention deficit hyperactivity disorder (ADHD) followed teacher directions. A multiple baseline design was used with 3 elementary-aged students with ADHD to assess the effects of SFA across 4 types of directions: (a) task demand (e.g., get…

This study investigated the efficacy of sound-field amplification (SFA) for improving the speed with which students with emotional and behavioral disorders (EBD) follow teacher directions. We used a multiple baseline design across six students in general education classrooms. Latency data were collected under nonamplified and amplified conditions…

Five elementary students with severe emotional disturbance participated in a comprehensive functional assessment process designed to yield a useful understanding of their desirable and undesirable behaviors. Individualized hypotheses were developed regarding relationships between classroom events and the occurrence of target behaviors, and…