Students with persistent and significant challenging behaviors can sometimes be grouped into specific special education classrooms or even specialized schools based on specific disability categories. This practice presents both opportunities and challenges from a school psychologist's perspective. While this approach can allow for more focused…

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,…

The purpose of this study was to examine the relation between externalizing behavior and peer reputations of kindergarten through third-grade students (N = 35, from 18 classrooms) with or at risk for Emotional and Behavioral Disorders (EBDs). We also examined the extent to which this relation varied as a function of teacher delivery of praise. A…

Early school adjustment is an important process for children with autism spectrum disorder, as it influences not only their academic success but also the development of social communication and interaction skills. Several factors influence school adjustment, but the quality of the teacher-child relationship plays a decisive role. Therefore, the…

The present study examined associations between sociocultural factors and self-regulation (parent-report, teacher-report, laboratory tasks), and prospective relations between self-regulation and behavioral adjustment (parent-, teacher-, child-report) in a socioeconomically diverse sample of Chinese American children in immigrant families (N = 258,…

In 2011, the United States Congress amended and passed laws requiring states to monitor and decrease psychotropic medication use in child welfare systems. In addition to prescribers, Luna et al. "Behavior and Social Issues," 27, AA16-AA20, (2018) identified case managers, caregivers, and teachers as potential contributors to the…

Student misbehavior is a significant occupational stressor for educators, with numerous emotional consequences threatening their mental well-being. However, research to date has failed to study the behavioral consequences of student misbehavior among teachers, as such stressors may lead to counterproductive workplace behaviors (CWB) that could…

There has been an increasing number of students being referred to mental health services due to behavioral problems they exhibit at school. Behavioral and social concerns impede academic success for the individual child as well as their classroom peers. Many factors can contribute to challenging behaviors in early childhood students within rural…

Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions…

This study examines whether Positive Behavior Interventions can support student performance in schools in three Southern districts. Schools today seek opportunities for interventions to support student behaviors and increase engagement. Three school districts in the southeast of the United States have been trained to implement a schoolwide…

Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions…

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…

This research study examined the effect of positive behavioral interventions and supports (PBIS) on the nature of student-teacher relationships, emphasizing classroom behavior dynamics. The study evaluated the connections between students in grades preK-12 and their teachers in a southeastern state in the USA, focusing on the implementation of…

Teachers face problem behaviors among children in classrooms of different types and they use positive or negative strategies or both to handle the problem behavior. The objective of the study was to examine to what extent the metacognitive skills of teachers and teacher trainees help in handling problem behaviors of secondary school children…

Group contingencies (GCs) are an effective intervention for improving student outcomes in general education school settings but their use in alternative education has historically been limited. However, researchers have recently begun to build a substantial literature base demonstrating the potential of GCs in alternative education. This is…