The current study is the first repeated-measures design exploring the impact of child-centered play therapy (CCPT), an evidence-based child psychotherapy intervention, on autistic children's social-emotional assets, and emotional and behavioral problems across four times during intervention based on teacher reports. Participants consisted of 19…

The purpose of this study was the effectiveness of a life skills training based on the response to intervention model on improving disruptive behavior of preschool children. The sample of the study comprised of 61 children (53 males and 8 females, Mean age= 5.2 years, SD = 0.87) attending two pre-schools in Baltim Town, namely Sanabil Kids and…

Senate Bill (SB) 163 would alter the current law that requires coverage of behavioral health treatment (BHT) for autistic spectrum disorder (ASD). SB 163 would expand the definition of BHT to include treatment modalities based on developmental theory, would make technical changes to definitions related to network adequacy, would prohibit denial of…

As educators, we are responsible for teaching academic skills. However, some students not only need to learn academic skills but they need behavior support, due to problematic behaviors that are happening in the school setting. In this article, we will learn more of what are the implications, requirements and best strategies for a behavior plan.…

This paper explored whether or not In School Suspensions (ISS) is effective in reducing student behavioral problems. Research was conducted with 6-8th grade students in a rural middle school in the upstate of South Carolina for the purposes of determining if ISS, in its current design a viable and effective method to reduce negative student…

Teacher education programs focus on preparing teachers to instruct students, but they usually do not focus on preparing teachers to manage students' behavior, which may prevent teachers from providing effective instruction. This project study evaluated a classroom behavior management model, CHAMPS, designed to help teachers manage student behavior…

This report addresses four key student outcomes based on longevity in the Social Emotional Learning (SEL) program in the Austin Independent School District (AISD).

This study evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). Direct observations of universal classroom management strategies were conducted across 33 elementary classrooms in elementary schools implementing SW-PBIS with high fidelity. Findings…

The purpose of this study was to determine how an urban school district's code of conduct aligned with actual school/class behaviors, and how stakeholders perceived the ability of this document to achieve its number one goal: safe and productive learning environments. Twenty participants including students, teachers, parents, and administrators…

This report for school year 2013-2014 analyzes the effectiveness of AISD's SEL program considering program implementation and cohort. Examinations of program outcomes across cohort suggest the longer schools have participated in SEL, the more positive the outcome.

Positive Behavior Support (PBS) is a systems approach to the prevention of problem behavior and the improvement of student academic performance. This research brief describes AISD campus participation in PBS since 2003-2004, when it was first piloted by AISD. It also presents results from 2010-2011 end-of-year surveys, in which administrators and…

This single subject design study (ABAB) investigated the effects of using iPads[R] in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school for students with moderate to severe disabilities. An…

Due to the state of California's budget crisis with education, over the last several years, Gifted and Talented education programs have been cut across the state. As a result, students are being simply taught to take a test, and enrichment to students, those considered "gifted" and all others, is not being offered to the extent that is…

In a spring 2010 survey, Austin Independent School District prekindergarten teachers with more than 18 students reported a greater frequency of students' disruptive behaviors than did similar teachers with fewer students. Most teachers gave positive ratings to their support team, central office staff, and the curriculum.

A prevention trial tested the efficacy of "INSIGHTS into Children's Temperament" as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers…