Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students' needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline…

Due to the increasing number of students in need of special education services and the shortages of licensed special education personnel, paraeducators have become a critical component in the education of students with autism in school settings. Due to this, the training of paraeducators is a critical concern for human service as well as…

The purpose of this qualitative case study was to explore how the use of behavioral skills training of behavioral interventions with staff untrained in ABA influenced participants' overall experience and indicated usefulness of the training procedure in the Northwestern portion of the United States. This study was guided by the theoretical…

This paper describes a therapeutic intervention within an eco-systemic approach used to support a pupil's return to school following an acquired brain injury (ABI). The outcomes suggest that there were three key facilitative factors during the reintegration back into school. These were: the psychological formulation of the individual's needs and…

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses…

Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a…

Millions of students in our school are identified as at risk and troubled emotionally. It is the responsibility of our schools to create a safe, supporting, and nurturing learning environment for children to learn. Without staff having proper knowledge and skills to utilize professional judgment to manage challenging student behavior, staff could…

Students who experience serious emotional and/or behavioral disorders (EBD) are at risk for a wide range of negative outcomes, from limited academic progress to problems with employment and community life after they leave school. Positive educational experiences can help, and this textbook fully prepares educators, school psychologists, and…

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses…

There have been an increasing number of incidents in which school resource officers (SRO) have been used to manage student disciplinary issues with disastrous results. Court cases brought by parents and advocacy groups claim SROs have traumatized and injured students. This article addresses several critical issues concerning SROs being used to…

This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct…

Background: Research indicates the value of active support in achieving good outcomes across a number of quality of life domains for people with intellectual disabilities. However, implementation is not easy, and little research has explored why. We aimed to identify some of the factors that impact on implementation of active support in supported…

The standardized, indicated school-based prevention program "Networks Against School Shootings" (NETWASS) combines a threat assessment approach with a general model of prevention of emergency situations in schools through early intervention in student psychosocial crises and training teachers to recognize warning signs of targeted school…

Background: Refugee background young people are at increased risk of mental health problems. In countries of refugee resettlement, schools are important sites where mental health difficulties can be identified and service access facilitated; however, little is known about how best to support these practices within schools. Methods: This article…

This research occurs in a specialized primary school for students having emotional and behavioural disorders (EBD) in a suburb of Montréal in Canada. The aims were to a) evaluate the impact of a schoolwide de-escalation intervention plan on the use of de-escalation and seclusion-restraint measures throughout the school year and b) to identify the…