The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was…

This evidence review synthesises the best available international evidence regarding approaches to behaviour in schools to: (1) Produce an overarching model or framework explaining why school pupils may misbehave (Review 1); (2) Review the effectiveness of classroom-based approaches to behaviour trialled in robust research studies (Review 2); and…

This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS…

The main objective of this systematic review and meta-analysis was to examine the effects of intervention programs on school attendance behaviors of elementary and secondary school students to inform policy and practice. The specific questions guiding this study were: (1) Do indicated programs with a goal of increasing student attendance affect…

Trial interventions in DIR and ABA with twin brothers with autism were offered to help the parents choose one of the programs for their sons. Pre- and post-test scores on the Communication and Symbolic Behavior Scales (CSBS) revealed a slight gain in the composite score of the ABA child and a slight loss in the score of the DIR child. Contrasted…

This paper argues that using the notion of ambivalence in understanding ethnic hatred can be helpful to educators who struggle to address the pedagogical implications of students' feelings of hatred. It is suggested that, although hate feelings are difficult to change, unraveling the ambivalence in the affective politics of hatred creates…

Principals and teachers have long thought that student tardiness was a serious problem. In one study from the 1990s, 8-12% of students were absent each day, and more than 40% of teachers found tardiness to be a significant problem. In fact, it is considered so serious that a school's response can go to extremes. The question, of course, is not…