The emotional and behavioral problems of students in the classroom are a major concern for teachers, parents, and administrators. Fifty years of scientific research supports the efficacy of behavioral interventions in the classroom, yet school psychologists and teachers are often unaware of this evidence or of how to apply it. As diagnoses of…

Students requiring Tier 2 behavioral supports frequently display behavioral deficits in multiple domains (e.g., emotional symptoms and peer problems). The Tier 2 framework developed by McDaniel, Bruhn, & Mitchell (2015a) is a responsive structure for identifying and intervening at Tier 2. This process is described with a practical case example…

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

The present study examined teachers' domain-specific self-efficacy (TSE) in relation to individual students with a variety of social-emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students' externalizing, internalizing, and prosocial behaviors as…

It is well documented that youth with or at-risk for emotional and behavioraldisorders (E/BD) have severe deficits in their academic functioning. To beginto address these deficits, we focus on the need to close the opportunity gap by providing access to multi-tiered systems of academic prevention, maximizing academic learning time, and providing…

This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…

The National Research Council formed a Committee on Educational Interventions for Children with Autism and charged the committee with integrating the scientific, theoretical, and policy literature and creating a framework for evaluating the scientific evidence concerning the effects and features of educational interventions for young children with…