This brief describes how educators use a function-based approach to (a) prevent contextually inappropriate behaviors and (b) teach and encourage social, emotional, and behavioral skills throughout the PBIS continuum of support. In addition, this brief highlights critical features of effective functional behavioral assessment (FBA) and behavior…

The purpose of this qualitative study was to compare perceptions of preparedness to teach students with emotional disabilities (ED) between teachers with a mild intervention license and teachers with an ED license. The study examined the perceptions of five teachers with a mild intervention license and five teachers with an ED license as derived…

At Rushton Manor School, a small independent school in the South West of England, the proportion of young people with Autistic Spectrum Condition (ASC), a form of Social, Communication and Language Need (SCLN), was substantially higher than regional averages: 15% at the school versus 5.4% in primary schools and 8.7% in secondary schools regionally…

In recent years, there has been a rise in the number of students with high functioning autism (HFA) enrolled in general education classes. Many of these students struggle with academic and social-behavioral expectations in school, and minimal research is available to educators related to meeting the needs of such students in secondary educational…

Despite over 50 years of research and discussion concerning school-based interventions for students with emotional and behavioral disorders (EBD), a discernible consensus regarding the core elements of intervention for this student population remains elusive. This discordance is seen by many as an obstacle to the proper design, dissemination, and…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBD). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

For students to learn, they must be present and engaged in school. As a result, absenteeism is a concern for all schools. Poor attendance is associated with a host of negative short- and long-term outcomes, such as academic failure, disengagement, leaving school, and problem behaviors in school and community. Despite the challenges, evidence…

High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between…

In this practice brief, we describe several current examples of approaches that are aimed at improving outcomes for students entering high school. Additionally, we present strategies to disrupt the negative trajectory for students with EBD, who seldom receive coordinated, individualized supports during the critical transition from middle to high…

Classrooms are not culturally neutral terrains, but rather are constructed around sets of norms, values, and expected behaviors that are culturally bound. Low tolerance levels and expectations are an indication of the incongruence between the education strategies utilized by teachers and the cultural and linguistic differences of students that are…

This study provides an overview of similarities and differences in how states and state education agencies define alternative education, as well as which states have alternative education standards and what those standards entail. The study reviewed information on alternative education definitions and programs from state and federal websites and…

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…

Traumatic brain injury (TBI) is characterized by a blow to the head or other penetrating head injury resulting in impairment of the brain's functioning. Despite the high incidence of TBI in adolescents, many educators still consider TBI to be a low-incidence disability. In addition, school personnel often report receiving little to no pre-service…