For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational…

The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs). The guide covers: (1) components of quality behavioral IEP goals; (2) how to know which behavior(s) should be addressed through an…

Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educational, vocational, and community outcomes that would lead to personal success and satisfaction. Some of these outcomes relate to how special education transition programs integrate effective approaches to support success with these students. In this…

There is a high prevalence of mental health concerns among youth in the United States. School-based mental health counselling interventions maybe one way of addressing the mental health concerns of youth. This study investigated changes in students' behavioural and emotional problems scores and discipline referrals for those who participated in a…

Special education law and practice have undergone profound transformation over the past 50 years. Students with disabilities are now more likely to receive a free and appropriate education in the least restrictive environment possible; however, the ideals of the law have not always been manifested in effective practice. Although special education…

The documentation of pupils in Swedish schools is extensive and a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils' learning and social development. This article examines…

The number of students identified under the Individuals With Disabilities Education Act (IDEA) with an emotional disturbance (ED) has remained remarkably stable over the last 30 years. During this time, approximately 1% of the school-aged population has been identified as disabled under the criteria set forth in IDEA (Kim, Forness, & Walker,…

In this article, the authors present an overview of a Web-based electronic system for behavioral-progress monitoring. Behavioral-progress monitoring is necessary to evaluate responsiveness to behavioral interventions, the effects of positive behavioral support, and the attainment of individualized education program goals and objectives. The…

Examined are learning, behavior, or physical-sensory problems of handicapped gifted children. (BD)

The process of "functional assessment" is recommended to establish a basis for individualized behavior management programing for students with special needs. The approach is based on identifying the functions of the challenging behavior and involves systematically collecting information about the behavior and developing an intervention…

The background, organization, and operation of the Alaska Psychiatric Institute (API), a residential program for behavior disordered and emotionally disturbed children and adolescents, are described. Components of the educational program at API, including academic and social assessment, individual education plans, and elementary and secondary…

This case study demonstrates the use of functional assessment to improve the classroom behavior of a 10 year old with mild mental retardation. The process involved conducting a brief prefunctional assessment, identifying variables for hypothesis testing, and developing and implementing an intervention based on the hypotheses. (DB)

This text provides an introduction to the principles of behavior modification and the specific information needed to apply these principles successfully in a school environment. Emphasis is on closing the gap between theory and practice through step-by-step procedures for developing, modifying, and fading out behavior management programs. Part 1…

Intended for pre and inservice training of regular and special education teachers, the textbook offers a mainstream approach to educating handicapped and gifted students. The first two chapters give an historical overview of the development of special education and discuss some of the major conceptual shifts that seem to be inherent in the…

This book is just what many educators have been looking for: (1) A product that provides teachers with practical and sensible solutions for students' problems with inattention, hyperactivity, and impulsivity; (2) A resource for teachers, behavior specialists, psychologists, counselors, and administrators who must document interventions; (3) A tool…