Research shows that schools struggle with conducting high quality functional behavior assessments (FBA) and implementing effective behavior intervention plans (BIP). Access to training is a documented challenge to effective implementation. One training with preliminary empirical support is Basic FBA. This pilot study extended the research on Basic…

Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., "The High School Journal," 96(4), 267-282, 2013; Flannery & Kato, "Preventing School Failure: Alternative Education for Children and Youth," 61(1), 69-79, 2017). As high schools move beyond the…

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator's use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary…

In recent years, high schools have turned to PBIS to address issues related to dropout rates, school climate, and disciplinary practices. However, high schools pose unique implementation challenges when compared to elementary and middle schools, such as large school sizes, organization and culture focused on academics rather than behavior, and the…

In this article, we introduce behavior-specific praise as a portable, feasible strategy for teachers and families to increase student engagement as well as to decrease off-task and disruptive behaviors in a variety of environments. We provide step-by-step guidance to illustrate how behavior-specific praise can be used by teachers during in-person…

At the onset of the COVID-19 pandemic, schools across the United States transitioned to some form of emergency remote instruction. Preliminary research suggests that special education services may have been disjointed and many caregivers assumed a primary role in service provision during emergency remote instruction. To extend this work with a…

Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers' implementation of CW-FIT…

In this article, the authors introduce precorrection as a feasible, effective strategy for teachers and families to use to increase engagement and minimize disruptive behavior in a range of learning contexts. The authors provide step-by-step guidance to illustrate how precorrection can be used by teachers in in-person and remote learning…

Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in…

In this article, we introduce active supervision as a simple, feasible strategy for teachers and families to increase student engagement as well as decrease off-task and disruptive behaviors across a range of contexts. We provide step-by-step guidance to illustrate how active supervision can be used by teachers in in-person and virtual learning…

Choice-making is a strategy that can be implemented across varying age levels and abilities to target problem behavior as well as academic engagement/performance. It can be embedded within multitiered systems of support frameworks as an individual or group approach as well as a Tier 1 or 2 strategy, depending on students' need and response, thus…

As a result of the Every Student Succeeds Act (ESSA), schools and districts are encouraged to implement school-wide initiatives to improve outcomes for all students. In accordance with the ESSA, this research study investigated the relationship between school improvement planning and the implementation of school-wide interventions. The study…

This study offers a cross-national comparison of stakeholders' awareness of the implementation of reintegration policies and practices for incarcerated youths by juvenile justice agencies. Similarities and differences in perceptions of 14 stakeholders from the US and 20 from Australia were collected and analyzed using a self-report measure.…

Schools are seeking additional ways to cultivate positive school climate and culture, address problematic behavior, and increase the social-emotional behavior competencies of students. Restorative Practices (RP) is a whole-school practice that emphasizes prevention and positive responses to challenging behavior that can be used across all settings…

The practice of serving students with emotional and behavioral challenges in the United States has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (EBD) have identified a range of empirically supported interventions to improve outcomes for students with EBD. This study sought…