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Lindsay M. Fallon; Diana P. Laenen; Emily D. Romero – Grantee Submission, 2025
Although the multitiered system of supports for behavior (MTSS-B) framework has emerged as a proactive, systemic framework to promote students' social, emotional, and academic outcomes, its implementation may not benefit all youth equitably without explicit considerations related to culturally and racially equitable practice. In this article, we…
Descriptors: Equal Education, Multi Tiered Systems of Support, Self Contained Classrooms, Students with Disabilities
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Olfa Tounsi; Anis Ben Chikha; Abdessalem Koubaa; Omar Trabelsi; Liwa Masmoudi; Haitham A. Jahrami; Cain C. T. Clark; Khaled Trabelsi; Mourad Bahloul – International Journal of Disability, Development and Education, 2025
The Good Behaviour Game (GBG) is an interdependent group contingency intervention, previously shown to be effective in managing students' behaviour across several studies. An ABAB withdrawal design was implemented to examine the effects of the GBG on the engagement and disruptive behaviours of 12 students diagnosed principally with a mild…
Descriptors: Students with Disabilities, Mild Intellectual Disability, Physical Education, Self Contained Classrooms
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Jennifer A. Kurth; Elissa Lockman Turner; Alison L. Zagona; Geonhwa Kim; Roxanne Loyless – Research and Practice for Persons with Severe Disabilities, 2025
Over 90% of students with complex support needs are taught in self-contained (segregated) special education classrooms for most of their school day, despite accumulating evidence these classrooms are not associated with positive student outcomes. Yet placement in these segregated classrooms persists, in part because of assumptions about the degree…
Descriptors: Elementary School Students, Students with Disabilities, Self Contained Classrooms, Special Education
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Peyton A. Johnstone; Paul Caldarella; Christian V. Sabey; Howard P. Wills – Journal of Positive Behavior Interventions, 2025
Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…
Descriptors: Student Behavior, Self Contained Classrooms, Students with Disabilities, Emotional Disturbances
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Emily Wiltsch; Andresa A. De Souza; Sarah Kern – Discover Education, 2025
The shift to online teaching during the COVID-19 pandemic forced schools to swiftly develop strategies for virtual settings to ensure students received effective instruction. Antecedent- and consequence-based interventions have been shown to be effective in classrooms; however, to our best knowledge, there have been no reports on the effects of…
Descriptors: Students with Disabilities, Virtual Classrooms, Developmental Disabilities, Electronic Learning