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Fostering Positive Learning Environments: Are General and Special Education Teachers from One School District Using Research-Informed and Evidence-Based Practices?
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Joshua M. Pulos; Benjamin S. Riden; Corey Peltier; Nuriyah L. Bender-Salazar; Clemence M. Mbabazi; Craig S. Pinello; Marcie A. Hough – Education and Treatment of Children, 2024
The use of research-informed and evidence-based practices (RI/EBPs) in classroom and behavior management can help teachers mitigate challenging student behavior in their classrooms, while also improving the academic achievement for those students. However, research suggests teachers lack the knowledge and skills to implement these practices. The…
Descriptors: Regular and Special Education Relationship, Educational Environment, Positive Attitudes, Evidence Based Practice
Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base
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Common, Eric Alan; Bross, Leslie Ann; Oakes, Wendy Peia; Cantwell, Emily Dawn; Lane, Kathleen Lynne; Germer, Kathryn Ann – Behavioral Disorders, 2019
We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students' behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an…
Descriptors: Elementary Secondary Education, Student Behavior, Evidence Based Practice, Special Education