Concurrent operant assessments (COAs) offer a flexible model for evaluating instructional preferences for students with persistent, escape-motivated interfering behavior. In this article, we define the critical features of COAs and review what types of questions they can address for classroom educators. We then identify and describe a series of…

Use of high-probability request sequences is a low-intensity intervention for increasing student compliance. There are several subtleties in implementing high-probability request sequences that make the process more complex. Review of supporting research raises concerns about how well the intervention translates into practice. This article…

This article is intended to provide educators with recommendations for maintaining safety and protecting student dignity when writing and implementing crisis response plans. These recommendations include reducing student agitation by recognizing and responding to early signs of escalated student behaviors, embedding choice-making opportunities,…

Implementation of a culturally responsive positive behavioral interventions and supports (PBIS) framework is associated with positive outcomes for secondary students when implemented schoolwide. Yet, educators often report more implementation challenges in secondary school as compared to elementary school settings. Difficulties obtaining student…

Early childhood education teachers often feel underprepared for addressing behavior challenges in the classroom. This can limit a teacher's ability to teach academic and social skills and lead to interruptions in their educational experience such as suspensions or expulsions. Effective planning can help teachers create and manage positive learning…

All students have emotional and behavioral difficulties periodically. Some students have difficulties at a rate, duration, and intensity significantly higher than those of their peers. We summarize the knowledge base on the development, maintenance, and change of emotional and behavioral disorders across the school years. Building from dynamic…

In this article, we provide guidance about when planned ignoring should be considered, questions that may arise, and step-by-step procedures for implementing. A scenario of a kindergarten student is used to illustrate planned ignoring and possible questions regarding implementation in an educational setting. Forms and resources are provided to…

Research suggests that a cycle of misbehavior can escalate quickly from corrections over minor rule infractions to threats of serious disciplinary consequences. There is also evidence that Black youth may be especially at risk for these escalations due to subtle or implicit racial bias, or cultural mismatches that may lead teachers to believe that…

Timeout has been used extensively within schools to address inappropriate behavior in children. In practice, timeout is not a single strategy; rather, it is a compilation of related practices. Some forms of timeout are research-based practices for modifying student behavior. However, others lack research support and frequently are misused,…

Overwhelming events such as neglect, abuse, and violence impact students in a number of ways. Typically, students who have experienced trauma demonstrate significant deficits in skills that promote emotional and behavioral regulation. When these deficits are displayed in the classroom, learning can be significantly disrupted for the survivor and…

Meaningful student-teacher relationships form a crucial foundation for teachers to deliver effective interventions leading to better outcomes for students with challenging behavior. By implementing simple recommendations for facilitating genuine and intentional interactions with students and regulating their own emotional responses, teachers can…

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…

Opportunities to respond (OTR) offer a useful approach to actively engage all students, including those with emotional and behavioral disorders, by enhancing their learning experiences and effectively reducing student problematic behavior due to lack of academic engagement. In this article, we discuss common challenges faced by teachers in…

While noncompliance is a concerning challenging behavior and commonly reported by educators, its measurement is likely to be invalid and inaccurate given the subjectivity of the operational definition. Engagement is offered as a more valid, accurate measurement that may provide data regarding the amount of instruction accessed by the student. In…

Differential negative reinforcement of alternative behavior is a technique in which students can escape a portion of a task they perceive to be unpleasant by reaching a predetermined criterion. In this article, we define the negative reinforcement trap and review research on differential negative reinforcement of alternative behavior. We then…