The performance of physical restraints on students with disabilities has become a significant interest to the legislative and disability communities in recent years. A report from the USDOE Department of Civil Rights (2018) indicated that while students with disabilities make up only 12% of the student population, these students account for 71% of…

Many teachers and parents of young children with disabilities, particularly autism spectrum disorder (ASD), are familiar with young children who engage in repetitive and restrictive behaviors such as flapping, spinning, and rocking. This type of restrictive and repetitive behavior, or stereotypy, can be common, over time it can become problematic…

A flexible seating classroom has different seating options for students to choose. Flexible seating affects the behavior of students with disabilities. Early elementary special education teachers do not have the strategies to manage the negative behavior of students. The special education teachers who were participants used flexible seating to…

Students may benefit from evidence-based interventions to support their classroom learning (Carmago et al., 2016). Additionally, laws and policies, such as the Every Student Succeeds Act (2015) and the Individuals With Disabilities Education Act (2006), mandate the implementation of evidence-based practices to improve student outcomes in schools.…

The purpose of this meta-analysis was to summarize single-case intervention research studies in which students with disabilities received function-based intervention (FBI) within inclusive school settings to address challenging behavior. A total of 27 studies were identified and systematically reviewed to determine the overall effect of FBI on…

There is a growing trend of using paraprofessionals to augment the education of students with disabilities. Paraprofessionals are often the least educated and trained member in a classroom, yet can be asked to provide assistance to students with complex needs. Students with disabilities require the use of practices that are grounded in scientific…

The prevention of elopement is clearly a high priority for teachers, parents, and administrators. The dangers of elopement are well documented, and according to one study, more than half of the children with autism were reported to engage in elopement, with a substantial risk for bodily harm (Anderson et al., 2012). Moreover, children who elope or…

Elopement occurs when an individual runs away from or leaves a supervised area. Elopement is a dangerous behavior that requires diligence from school personnel in order to effectively reduce its occurrence. Using a step-by-step process to identify the reasons goal-directed elopement occurs and then implementing an intervention to effectively teach…

In this article the history of silence is looked at from an educational perspective. By closely examining the way three nineteenth-century authors--who all based their educational theories on concrete experiences with persons with disabilities--have related themselves to silence, it will be argued that silence has been educationalised. Silence has…

According to federal mandates, if a student's behavior impedes their learning or the learning of others, the individualized education program team is required to address this with a functional behavioral assessment (FBA). The intent of the FBA is to determine the function, or reason, of the impeding behavior for the development of a behavioral…

Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors…

The restraint and seclusion of individuals--practices usually associated with highly restrictive environments--are extreme responses to student behavior used in some public schools. In this brief, authors Douglas Gagnon, Marybeth Mattingly, and Vincent Connelly report that restraint and seclusion are used much more frequently on students with a…

Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

Experienced special education teachers (n = 62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found…