This study uses 2011/12 data from the Oregon Department of Education to examine whether English learner students in six Oregon districts received exclusionary discipline more often and were suspended for more instructional days than non-English learner students. The study also identifies the most common reasons for exclusionary discipline for…

The purpose of the study was to determine the efficacy of the Class-Wide Function-Related Intervention Teams (CW-FIT) program for improving students' on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate…

Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…

This article reports the findings of a one-year follow-up study of Australian beginning primary teachers' perceived preparedness to manage a variety of problematic student behaviours, and their confidence and use of behaviour management strategies based on their preservice coursework in classroom behaviour management. A total of 216 primary…

Documentation of classroom disruptions caused by student behavior has steadily increased over the past 70 years. Researchers have theorized that professional development training for teachers slows the disruptions caused by student behavior, allowing all students to learn; however, there is a paucity of research on whether teachers implement the…

Behavioral consultation has been shown to be an effective way for school psychologists to work with teachers in implementing interventions for student problem behavior. Some teachers are resistant to the behavioral consultation process and thereby fail to implement agreed upon interventions with integrity, which is problematic considering the…

In no other area of education is the gulf between teachers and administrators wider than in the area of student discipline. When new teachers cite lack of administrative support as their reason for leaving the profession, what they usually mean is lack of administrative support in handling student misbehavior. When administrators complain to one…

Students with emotional and behavioral disorders (E/BD) have academic, behavioral, and social characteristics that present unique needs within schools. Educators across the country are responding to the academic, behavioral, and social needs of all students, including students with E/BD, by implementing a continuum of supports across a…

This article discusses the effects of a positive classroom environment and its impact on student behavior and achievement. It also provides strategies for developing expectations for student achievement and the importance of parental involvement. A positive classroom environment is essential in keeping behavior problems to a minimum. There are a…

The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral assessment (FBA) information. The study was conducted in three stages. First, a descriptive assessment examined the extent to which typical school team…

Many students across the Nation struggle with emotional and behavioral problems that may lead them to act out in ways that school administrators and teachers might not understand or be prepared to respond to effectively. In today's era of highstakes testing, zero-tolerance discipline measures, and shrinking school and district budgets, there is an…

Child behavior problems are a concern for parents and teachers alike and are associated with later academic and behavioral difficulties. Parents' participation in their children's schooling has been shown to help reduce problem behaviors over time. Research indicates that parents are more likely to participate in their children's schooling when…

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD are compared across stages of Australian teachers' careers. Relative to pre-service teachers with (n = 218) and without (n = 109) teaching experience, in-service teachers (n = 127) show more overall knowledge of ADHD, more knowledge of…

In this study, the authors examined the concurrent validity, predictive validity, and concurrent and predictive classification accuracy of using schoolwide behavior expectations as a universal behavioral screener. Three elementary schools implementing schoolwide positive behavior supports (SWPBS) participated. Within each school, the entire school…

This study investigated the effects of functional communication training (FCT) implemented with concurrent schedules of differing magnitudes of reinforcement in lieu of extinction to reduce inappropriate behaviors and increase alternative mands. Participants were four adolescent students diagnosed with severe emotional and behavior disorders…