This study is a mixed method case study using a qualitative and quantitative study structure. The intent of this study was to measure the impact of neuroscience or brain based social-emotional (SEL) skills and strategies on students who have been identified with disruptive behavior and/or trauma. The impact is evaluated through the Collaborative…

The present study aimed to determine the views of classroom teachers on the inclusion or exclusion of current issues in classroom instruction, to investigate these views based on the definition of current issues, the methods and techniques employed in the instruction of current issues, the analysis of the instruction, and the positive and negative…

In this qualitative descriptive study, the research focused on exploring what characteristics contribute to a teachers' sense of self-efficacy and persistence in the field when working with at-risk youth. In every school there are students from different ethnicities, backgrounds, and cultures. Some of these students are motivated, active learners,…

Background/Context: Childhood trauma can increase preschooler's risk for behavioral problems, poor student-teacher relationships, and expulsion (Loomis, 2020; Zeng et al., 2019). Efforts have been undertaken to address the gaps in knowledge and confidence of ECE teachers by integrating trauma-informed approaches into ECE settings, who by virtue of…

Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…

Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…

Successful school transition is a basis for career development and eventual overall adult educational and socio-economic outcomes. Transitioning through primary school grades is a combination of relative academic and social skills acquired in each grade and forms the basis for subsequent academic and social success at ensuing educational pursuit…

Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137…

To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for…

The importance of nurture for the development of well-being has been extensively documented as has the importance of the relationship between education and well-being. Supervision is seen as an invaluable and essential resource for monitoring staff well-being and as a means of maintaining effective practice. This exploratory study had two aims.…

Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education…

The purpose of the study was to understand current knowledge and implementation of a multitier system of support. The study focuses on tertiary interventions and uses input from teachers in a top education system who are responsible for implementing a Response to Intervention (RTI) framework daily. Sixty-three K-5 teachers were surveyed to…

The present study examined the effects of the Class-Wide Function-Related Intervention Team (CW-FIT) program, a group contingency intervention addressing the on-task and disruptive behavior of students with or at risk for emotional behavior disorders (EBD). Twenty-one elementary schools, 155 general education teachers, and 324 students…

Background: Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method: Children with ASD were…

This study examined the feasibility and initial outcomes of a comprehensive outpatient psychosocial treatment (MAXout) for children aged 7-12 years with high-functioning autism spectrum disorder. The 18-week treatment, two 90-minute sessions per week, included instruction and therapeutic activities targeting social/social communication skills,…