Positive behavior support (PBS) is an evidence-based framework for improving quality of life and preventing challenging behavior that is often implemented in combination with person-centered practices in the intellectual and developmental disability (IDD) field. Recently, state agencies and organizations supporting people with IDD have adopted a…

Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The…

Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families' quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be…

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…

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants…

Implementation of school-wide positive behavioral interventions and supports (SWPBIS) in K-12 schools is well documented in the literature. However, far less documentation can be found in the literature related to its implementation with students with significant intellectual and other developmental disabilities being served in either typical or…

Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation…