The transition to virtual learning resulting from the COVID-19 pandemic drastically altered the work of many teachers. Despite the expansion of remote instruction, more research is needed to demonstrate what works for classroom management during virtual learning. We report the findings from an online survey related to online classroom management.…

American education has been threatened by low student achievement, high teacher attrition, and proficient teacher shortages for decades. Disruptive classroom behaviors are the primary contributor to teacher attrition and the interlinked dichotomy, but relative to special education, general education lacks both competent teacher preparation and…

Increased accountability for quality instruction leading to higher achievement for all students has made it essential for identification and implementation of evidence-based practices. The Council for Exceptional Children's development of quality indicators (QI) has provided measures for researchers to apply to a body of literature to determine if…

This article is a review of functional behavior assessment studies in general education setting for students with emotional and behavioral disorders. The studies were assessed in accordance with published standards for evidence-based practices. Overall, few studies met criteria for inclusion in this review and even fewer studies included all three…

School reform efforts are reflected in the Common Core State Standards (CCSS) and increasingly impact potential for differentiation of instruction, which is critical in effectively educating students with varying achievement and learning needs. Although CCSS were developed to establish a ubiquitous foundation of educational expectations by grade…

Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers.…

As we attempt to address the needs of students with challenging behaviors in today's classrooms, it is important to gain an understanding of general and special educators' knowledge, skills, and confidence about evidence-based behavior interventions. This article presents a national survey study of 277 special and general educators' reported…

The authors conducted this study to decrease disruptive vocalizations in a 3rd-grade student with high-functioning autism across 3 general education classrooms. They used direct and indirect approaches of functional behavior assessment to determine the function of the disruptive behavior. Results indicated that the behavior was maintained by…

The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement…

Co-teaching has increasingly been implemented over the past 20 years as a shared responsibility alternative to more restrictive special education models for providing service to students with disabilities. Results of local school system research in Maryland during this 20-year period are reviewed suggesting that improved special education student…

Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school…

Achieving positive postschool outcomes continues to be a challenge for many students. These challenges are compounded for students with disabilities, even years after the Individuals With Disabilities Education Act (1990; IDEA) required systematic transition planning. In this era of accountability through high-stakes testing, schools and families…

Children in general education are classified by measures of oral reading fluency (ORF) to determine the level of support needed for reading. In addition, teachers use ORF measures with children who receive special education services to determine whether they are making progress toward their reading goals. In this descriptive study, the authors…

As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the nature of a collaborative planning experience for…

On a routine basis, educators collect data on their students' academic and social performance to make informed decisions regarding curricular and social instruction. The authors conducted a case study for a student with emotional and behavioral disorders. The student's teacher provided oral and visual feedback during reading instruction. Data…