The purpose of this study was the effectiveness of social stories intervention on aggressive behavior of aggressive preschool children. The preschool aggression scale was distributed among the teachers to complete it for all 4-5 year old children in 2 kindergartens. Based on teachers' ratings of children's aggressive behavior, those who scored…

Students who misbehave represent a range of backgrounds, and behavior problems are likely to be present in both general and special education classrooms. To this end, thousands of schools across the country have adopted positive behavior interventions and supports (PBIS) as a way to prevent and respond to challenging behavior. PBIS is a federally…

Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th-grade…

Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote…

An increasing number of English schools are embracing an extreme approach to student behaviour dubbed 'no excuses' discipline, inspired by charter school chains in the United States. Proponents argue the approach is necessary to allow "all" teachers to teach and that it places responsibility where it should be: on the student. However,…

School choice may allow schools to "cream skim" students perceived as easier to educate. To test this, we sent emails from fictitious parents to 6,452 schools in 29 states and Washington, D.C. The fictitious parent asked whether any student is eligible to apply to the school and how to apply. Each email signaled a randomly assigned…

This article focuses of 13 high school boys' experiences of getting into "trouble" in a former Coloured township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered "troublesome" at school. Data collection included focus groups, semi-structured open-ended individual…

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent-teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and…

Correlates of turnover intent among primary (N = 580) and secondary (N = 675), male (N = 254) and female (N = 999) teachers, were examined through the lens of the job demands-resources (JD-R) model. Multigroup structural equation modelling indicated that job demands (workload, student misbehaviour), and the personal demand of work-family conflict,…

Office discipline referrals (ODRs) are a data source commonly used by school teams to identify students who need behavioral intervention. In this brief, the National Center on Intensive Intervention (NCII) and the Center on Positive Behavioral Interventions and Supports (PBIS) provide a brief synthesis of the research on using ODRs has a…

This article draws on findings from the first cross-national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on…

Research suggests that class-wide academic engagement can be improved by research-based classroom management. However, teachers struggle to implement classroom management consistently and may need ongoing support. Identifying critical components of classroom management could help illuminate mechanisms of action and streamline teacher…

Diversification trends of U.S. schools make clear the need for evidence-based practices supporting ethnically-racially diverse students. Yet, there are significant hindrances to readily identifying and summarizing findings generated from diverse classroom contexts. The current meta-analytic review was designed to address this gap in the classroom…

The current study was designed to evaluate the effects of a tootling intervention, in which students report on peers' appropriate behavior, modified to incorporate ClassDojo technology, on class-wide disruptive behavior and academically engaged behavior. An A-B-A-B withdrawal design was used to evaluate the effects of the intervention in 3…

Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with…