About 7.1 million school-aged children diagnosed with autism spectrum disorder (ASD; nces.ed.gov, 2020) are being educated in public schools across the United States. To match the rising prevalence of ASD, school districts have increased their reliance on paraprofessionals to assist in meeting the unique needs of this growing population. As a…

Retail therapy is suggested as a way for consumers to achieve happiness from the negative emotional state of modern life (Kang & Johnson, 2010). The practice of retail therapy has been referred to as "compensatory consumption" because it occurs "when an individual feels a need, lack, or desire which they cannot satisfy with a…

In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT…

Responsive circles, a restorative practices (RP) strategy, have the potential to help improve school climate through supporting conflict resolution and community building; yet, little research exists on this practice. This mixed-methods study examined how educators in four urban schools (two elementary, one middle, and one high school) used…

Given the authority of state government over public education, one means of narrowing the best-practice to actual-practice gap in education is by putting forth clear state guidance and recommendations to schools. To date, however, little is known about the national landscape of procedural guidance that is readily available to practitioners looking…

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…

This report is the fourth in a series describing the RAND Corporation's evaluation of the two Delaware weighted funding programs for disadvantaged K-12 schools spanning the 2019-2020 to 2021-2022 school years: Opportunity Funding and the Student Success Block Grant. The authors drew on annual surveys of Delaware local education agencies (LEAs)…

Although research is somewhat limited, Rivera et al. (2019) provide some guidance for successful practices for young children who are culturally and linguistically diverse (CLD) with significant cognitive disabilities (SCD), more specifically those who are identified as English learners. Across their literature review, common themes for…

Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention…

This study evaluates a consultation coaching model aimed to improve positive-learning environment practices and teachers' instructional style and affect in early childhood (EC) classrooms. Teachers in 15 EC classrooms participated as consultees. The consultative coaches received training that included learning (a) specific content based on…

This paper has two purposes: First, we describe the components of the Student Ownership, Accountability, and Responsibility for School Safety (SOARS) framework in the context of the literature on school safety. Second, we offer outcomes from a pilot study testing the framework's impact on student perceptions of: (1) school belonging; (2) sense of…

Through educational research over the last decade, effective practices have been identified for dealing with difficult and challenging behavior in schools. Still, in too many cases, the results of this research and the practices it suggests have not reached educators at the district or building level. The purpose of this booklet is to offer…

The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and…

This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…