The Communities In Schools (CIS) Model of Integrated Student Supports aims to reduce dropout rates by providing students with integrated and tiered support services based on their levels of need. The model includes preventive services that are available to all students (Level 1 services) as well as intensive, targeted, and sustained services…

The Communities In Schools (CIS) Model of Integrated Student Supports aims to reduce dropout rates by providing students with integrated and tiered support services based on their levels of need. The model includes preventive services that are available to all students (Level 1 services) as well as intensive, targeted, and sustained services…

Teachers can use culturally relevant pedagogical strategies and technologies as emerging tools to improve students' problem-solving skills. The purpose of this study was to investigate and assess the effectiveness of culturally specific computer-based instructional tasks on ninth-grade African American mathematics students. This study tried to…

The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty)…

Shortly after we published "Addressing Flawed Research in Developmental Education" (2012) in the "Journal of Developmental Education," Thomas Bailey, Shanna Smith Jaggars, and Judith Scott- Clayton from the Community College Research Center (CCRC) wrote a response rebutting several of our claims. Though their response corrects…

Introduction: Here we report the results obtained in an innovative teaching experience that encourages the development of Critical Thinking skills through motivational intervention. Understanding Critical Thinking as a theory of action, "we think to solve problems", and accompanying this concept with a program aimed at teaching/learning…

A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary…

Applied behaviour analysis (ABA)-based programmes are endorsed as the gold standard for treatment of children with autistic spectrum disorder (ASD) in most of North America. This is not the case in most of Europe, where instead a non-specified "eclectic" approach is adopted. We explored the social validity of ABA-based interventions with…

In our previous research (Benner, Nelson, Sanders, & Ralston, 2012), elementary schools were randomly assigned to either a primary-level behavior intervention directed at externalizing behavior (treatment, n = 7 schools) or to business-as-usual condition (control, n = 6 schools). A screening procedure was used to identify K through 3-grade…

Analogue functional analyses are a well-researched means of determining behavioral function in research and clinical contexts. However, conducting analogue functional analyses in school settings can be problematic and may lead to inconclusive results. The purpose of this study was to compare the results of a trial-based functional analysis with…

In this study, we examined the contribution of the extinction procedure in function-based interventions implemented in the general education classrooms of three at-risk elementary-aged students. Function-based interventions included antecedent adjustments, reinforcement procedures, and function-matched extinction procedures. Using a combined ABC…

The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced…

The purpose of this study was to compare the behavior outcomes of kindergarten (n = 20), first-grade (n = 20), second-grade (n = 20), and third-grade (n = 20) students in a large urban Midwestern school district returning to school after receiving out-of-school suspensions for violent and/or aggressive behaviors with the behavior outcomes of same…

This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions…

This study presents the findings of a quasi-experimental feasibility study examining the Tertiary First Step intervention, an enhanced version of the First Step to Success early intervention program. Tertiary First Step was developed to engage families more effectively and influence and improve parenting practices for children having challenging…