Positive educational outcomes often include success in reading, math, and writing, which are beneficial skills that will assist students in school and beyond. However, in education it is important that the classroom focus not only on subject and content-specific learning, but also on behavior and societal expectations for following rules. When…

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…

First-graders (n=678) with behavior disorders received either a classroom-centered (CC) intervention designed to enhance teachers' behavior management or family-school partnerships intervention that targeted improvement in parent-teacher communication and parents' behavior management strategies. The CC intervention was more effective in reducing…

We conducted functional analyses of disruptive behavior in a classroom setting for two students of typical intelligence with emotional/behavioral disorders (E/BD) using the classroom teacher to implement functional analysis conditions. The functional analyses suggested that both participants' disruptive behavior was maintained by escape from task…

A study evaluated the utility of classroom-based functional and adjunctive assessments of problem behaviors for two adolescents with attention deficit hyperactivity disorder and comorbid oppositional defiant disorder. Classroom interventions derived from information obtained during assessments resulted in reductions in problem behaviors. Teacher…