This article is intended to provide educators with recommendations for maintaining safety and protecting student dignity when writing and implementing crisis response plans. These recommendations include reducing student agitation by recognizing and responding to early signs of escalated student behaviors, embedding choice-making opportunities,…

Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…

Young children's misbehaviours can be challenging to interpret, evaluate, and intervene on. In turn, adults' interventions on children's transgressions inform children about how others view their actions. In the current research, we examined adult responses to recordings of everyday transgressions committed by young children. This research adopted…

Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…

This practice brief provides practical, research-based strategies educators can use to de-escalate challenging student behavior in the classroom. Despite the development of supportive, safe, and predictable school environments, students may, at times, become agitated, and their behavior may escalate to unsafe levels. With some advance planning,…

Access to early intensive behavioral intervention for children with autism spectrum disorder is commonly recommended. Intervention programs may include high rates of instructional trials, which may evoke escape-maintained problem behavior. Recent research on "pairing" or "rapport-building" interventions have sought to reduce…

Cox, Villegas, and Barlow (2018) published a reply to an article in which I (Shyman, 2016) argued that there were fundamental philosophical problems with behavior analytic intervention that prevent it from being considered as a humanistic approach. A number of important points were raised about the argument including criticisms and the need for…

The resurgence of destructive behavior can occur during functional communication training (FCT) if the alternative response contacts a challenge (e.g., extinction). Behavioral momentum theory (BMT) suggests that refinements to FCT could mitigate resurgence of destructive behavior during periods of extinction. Following a functional analysis and…

Despite numerous studies on the topic of bullying, there remains a dearth of information on how parents respond to bullying and the extent to which they are aware of their child's bullying experiences. Using qualitative data from 54 parents in a southeastern state, we explore advice that parents give their children about how to respond when their…

This article draws on findings from the first cross-national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on…

This practice guide is an updated version of "Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers" (see ED619696) that replaces, rather than supplements, the first version. This guide summarizes evidence-based, positive, and proactive practices that support and respond to students' social, emotional,…

Response interruption and redirection (RIRD) is an intervention that involves presenting demands or other types of distracters to interrupt an interfering behavior and redirect it to a more appropriate response. It targets the decrease of repetitive, stereotypic, and self-injurious behaviors. Research indicates that stereotypy is commonly…

The response patterns of youth who witness bullying have potential to influence future occurrence and persistence of bullying behaviors. Prevention efforts have included an increased focus on bystander interventions; however, the majority of adolescents rarely intervene in bullying situations. When they do, they often display of mixed pattern of…

Increasing students' opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during…

The primary focus of this study was to examine the effects of Shared Story Reading (SSR) during mathematics instruction on the behavioral outcomes of four elementary students with academic difficulty and challenging behaviors. In addition, the study examined the effect of implementing SSR during mathematics instruction on the teacher's use of…