The aim of this qualitative study was to description and interpretation of experiences and perceptions of teachers working with students who have challenging behaviours in various types of school settings in Poland. Teachers' experiences and perceptions provided insights and understandings into action strategies, in the case of the teachers who…

Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral…

Students with complex support needs have intense and frequent support needs for learning and participating across multiple domains. Addressing those needs in a comprehensive manner is the purpose of special education, which is accomplished through instructional and Individualized Education Program (IEP) goals. Yet simply setting goals is…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based practice that promotes positive academic and behavioral outcomes for all students and is intended to support the needs of all students across three tiers of support. However, research suggests students with complex support needs have limited access to Tier 1 PBIS. Teachers'…

The Multi-Tiered System of Support (MTSS) and its effects are described in this article. The effects of MTSS are associated with improved academic outcomes across various domains, reduced behavioral issues, and enhanced social and emotional development. MTSS also promotes equity by addressing the diverse needs of all students from various…

School psychologists can promote inclusion and support students with autism and their caregivers using effective consultation and collaboration practices. This article reviews some themes from recent articles in a special issue of "Journal of Educational and Behavioral Consultation" entitled, "Consultation and Collaboration to…

School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an inclusive multi-tiered system of behavioral supports that has been widely adopted by K-12 schools in the United States. SWPBIS focuses on creating safe, equitable, and inclusive school environments and has been linked to both positive behavioral and academic outcomes for…

Modern inclusion practices aim to promote the social inclusion of students with disabilities among their same age peers. However, despite students with disabilities being placed in the general education setting at higher rates, they are still reporting feeling isolated and excluded. Research has shown that non-disabled students are inclined to…

This qualitative descriptive study was designed to explore educators and school leaders in Arizona and experiences that contributed to their preparation and work with the traumatic brain injured population. Specifically, experiences that influenced their understanding of the academic and behavioral needs of students were explored. Qualitative…

The interprofessional, interagency model PLUSS offers education for preschool teachers on how to detect and support preschool children with neurodevelopmental symptoms. A total of 119 preschool teachers used the Strengths and Difficulties Questionnaire (SDQ) to assess behavioural problems and the Children's Engagement Questionnaire (CEQ) to…

The history of academic intervention demonstrates multiple long-standing methods to address students' with disabilities academic shortcomings. Educators have wrestled with implementing interventions to best serve students with disabilities at the federal, state, and local levels. Many programs have received funding. However, students with…

As outlined in the 2024 National Educational Technology Plan; digital health, safety, and citizenship skills reflect the full set of knowledge and habits students can adopt to protect themselves and others in online spaces. For schools and districts, protecting student health and safety while those skills develop means taking an approach that can…

Currently more than 400,000 youth are placed in foster care across the United States. Between 33% and 50% of these children receive special education services. Nearly half of foster care youth with disabilities are identified as having emotional and behavioral disorders, in part due to their exposure to maltreatment including neglect, substance…

The primary purpose of conducting a structured interview as part of a functional behavior assessment (FBA) is to assist teams in generating a hypothesis about the reason for a student's problem behavior based on specific information. Although the use of an interview can be beneficial in identifying the function of a student's behavior, it often…

Background and aims: Autistic pupils have the right to be heard in matters concerning their education and to be active agents in shaping their school experiences. Despite this, educational policies and research have rarely included the voices of autistic children, failing to identify what they consider to be beneficial and meaningful in their own…