Students with autism spectrum disorder (ASD) often have trouble in the classroom when it comes to social interactions, changes in routine, disordered environments, and intense sensory stimulation. In this study a workshop was designed to assist special education teachers and school administration to manage challenging behaviors of students with…

Facilitating success for students with behavioral health challenges requires effective collaboration among professionals from traditionally disparate systems (e.g., education, health, and mental health). The current investigation describes a case-study implementation of a school-based learning collaborative model and explores its effectiveness in…

According to data from U.S. Bureau of Labor and Statistics in 2018, it is estimated that there are 1,308,100 paraeducators employed in public schools in the United States. Despite the prevalence of paraeducators, these employees receive limited opportunity for training. In addition, there is little guidance from the Department of Education or…

A recently launched professional development initiative in Arkansas, called Array, is designed to proactively identify early care and education (ECE) programs that could benefit from social-emotional-focused (SE-focused) professional development and support, and to offer assistance tailored to a program's particular needs. Because Array is…

The purpose of this article is to describe an innovative training model for preservice doctoral-level school psychologists; a model focused on the development of organizational consultation skills and grounded in collaborative university-school partnerships. We describe how faculty have shaped the graduate training experiences for preservice…

In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general…

The role of teacher aides (TAs)1 has increased in complexity and includes working to support students with challenging behaviour. This review examines the professional learning and development (PLD) needs of TAs who work with students with challenging behaviour and the types of PLD which are effective. TAs feel underprepared for behaviour work and…

This paper describes the approach used by two demonstration sites to implement Pyramid Model Practices at fidelity and address behavioral issues without the use of suspension and expulsion. The article describes the critical features of implementation used by public school preschool centers to improve the implementation of evidence-based social…

Decades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the "Inclusive Skill-Building Learning Approach" (ISLA), an instructional…

Decades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the "Inclusive Skill-Building Learning Approach" (ISLA), an instructional…

Educational leaders have the responsibility of creating safe and effective learning environments so that every student can achieve and be college and career ready. Accomplishing this goal has become increasingly challenging considering that schools face fewer resources, a variety of competing initiatives, and greater demands in regards to serving…

Parent-Child Interaction Therapy (PCIT) has been an effective, evidence-based intervention in treating externalizing behaviors in children ages 2-7. PCIT can be adapted in a classroom setting to become Teacher-Child Interaction Training (TCIT), wherein the principles of PCIT are applied to the teacher-student relationship. This article describes…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is…

We examined the self-reported practices of Head Start personnel toward children's problem behavior in order to design an intervention for preschool personnel that was compatible with their needs. This study involved 78 Head Start staff from five programs in the Mid-Atlantic region. Participants were asked to respond to four questions concerning…

School-wide Positive Behavior Support (SWPBS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is worthwhile to examine…