Seclusion of students for challenging behavior is a dangerous and illogical practice. It is a discriminatory practice that is disproportionately used with students with disabilities, especially students with intensive emotional and behavioral needs. Furthermore, there is widespread misuse and under-reporting of the practice in schools. The authors…

The purpose of this systematic review was to investigate the learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities (MSCD) in inclusive settings. The review discusses barriers to conducting rigorous research in this field. Whilst an initial literature search located 1,338 records, only 18 were…

Across Australia, almost one third of schools have been trained to implement school-wide positive behaviour support (SWPBS). As part of a Tier 1 approach, students are expected to demonstrate expected behaviours. By defining these behaviours in conjunction with students and families, and explicitly teaching these to students, schools implementing…

Emotional and behavioural problems occur more commonly in children with Autism Spectrum Disorder (ASD) compared to other children. Few studies have focused on these problems in children with ASD attending mainstream schools. We assessed via parent report the emotional and behavioural problems in 160 children aged 4-17 years with ASD attending…

Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered…

Research documenting the effects of trauma in early childhood describes the profound and long-term consequences of child abuse and neglect on the developing brain and the subsequent deficits in critical cognitive and social development. While educators have increasingly endeavoured to understand this impact and become more 'trauma-informed' in…

"Strategies for Teaching Students with Learning and Behavior Disabilities" prepares teachers to meet elementary and secondary students' needs in a variety of settings. It builds a foundation with information about general teaching and learning approaches, then turns to specific content areas such as reading, math, oral and written…

Students with extensive support needs (ESN) have an increased risk of engaging in challenging behavior due to a range of factors, including communication and health needs common among this student population. When students engage in behaviors that impede learning, school teams organize support across social and emotional domains to ensure access…

Teacher-Student Relationships (TSRs) contribute to a wide range of positive outcomes for K-12 students. However, many practitioners struggle to build positive relationships with students with challenging behaviors. In this article, we describe how TSR interventions can be structured using an established and common framework: Multi-Tiered Systems…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based practice that promotes positive academic and behavioral outcomes for all students and is intended to support the needs of all students across three tiers of support. However, research suggests students with complex support needs have limited access to Tier 1 PBIS. Teachers'…

This manuscript reports the results of two pilot studies that investigated the views of international cohorts of teacher educators regarding the efficacy of the flipped classroom paradigm in K-12 schools. A void in the literature addressed by each pilot study was the relevance of flipped classrooms to student subgroups requiring specialized…

The purpose of this transcendental phenomenological study was to describe experiences of dialectical behavior therapy for special education teachers at a large, suburban school district in the Southeast United States. The theory guiding this study was Bandura's social cognitive theory (SCT), as it explains how new behaviors are learned and…

School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an inclusive multi-tiered system of behavioral supports that has been widely adopted by K-12 schools in the United States. SWPBIS focuses on creating safe, equitable, and inclusive school environments and has been linked to both positive behavioral and academic outcomes for…

We examined the predictive utility of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening System (BASC-2-BESS) and Strengths and Difficulties Questionnaire (SDQ) in identifying students with a mental disorder. Data were collected in a two-stage study over 34 months with kindergarten-12th grade (K-12) students (aged…

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing impetus for the current survey study. A total of 475 K-12 school building administrators representing 409 unique school districts across the United States completed an…