The present study examined the effects of a visual-based biofeedback training on improving balance challenges in autism spectrum disorder (ASD). Twenty-nine youth with ASD (7-17 years) completed an intensive 6-week biofeedback-based videogame balance training. Participants exhibited training-related balance improvements that significantly…

Paraprofessionals spend the most time with the neediest students, but receive the least amount of training and support. All target students in the study had developmental disabilities, were between the ages of three and five, and had a history of challenging behavior. Paraprofessionals in the study were recruited because they had the least…

Disparities in school discipline for Black students has been a problem for decades. The negative effects of exclusionary discipline have been well-documented. This problem must be addressed by educational stakeholders in order to take steps to reduce the issue and provide interventions to reduce the disproportionality. Disproportionality in…

This mixed methods study addressed the need for common area expectations that serve to create a positive school culture and climate. An embedded research design was used during which information from teacher interviews were conducted before designing a professional development for teacher and student training of common area expectations. The…

Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to…

Residential schools for students with emotional and behavioral disorders have been steadily evolving since the beginning of the 20th Century. Traditional behavioral approaches involving physical restraint and confinement have been replaced with more humanistic interventions involving positive reinforcement. This article traces this transformative…

From the city streets of New Haven, Connecticut, the rural mountains of Appalachia, and the heart of San Francisco, students across the nation are coming to school with traumatic histories that are greatly impacting their school performance. Schools are recognizing the impact of trauma and beginning to adopt trauma-informed practices. When school…

The Minnesota Department of Education (MDE) and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's 2-year training sequence for Positive Behavioral Interventions and Supports (PBIS). This Spring 2016 school status and training report provides a summary of the current…

The purpose of this study was to examine middle school outreach to families about student behavior and its relationship with student school behavior, conduct problems, emotional symptoms, prosocial behavior, as well as school safety. In addition, the role of school implementation of positive behavioral interventions and supports (PBIS) was…

Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students' academic competence, externalizing and internalizing behavior, popularity,…

The purpose of this study was to examine middle school outreach to families about student behavior and its relationship with student school behavior, conduct problems, emotional symptoms, prosocial behavior, as well as school safety. In addition, the role of school implementation of PBIS was examined as a systems-level approach that could promote…

The research base for Check-in, Check-out (CICO), a targeted behavioral intervention within a schoolwide positive behavioral interventions and supports framework, is growing. However, little has been written about its application in therapeutic alternative programs. To extend the literature base, the current article describes a study conducted…

The purpose of this study was to assess teacher perceptions in implementing a Positive Behavior Intervention and Support (PBIS) plan in an elementary school. The study was mainly quantitative, using surveys, personal interviews, and observations to measure teacher perceptions. The study focused on the common areas. The rules, procedures, and…

Study purpose includes the collection, examination, and comparison of school district office discipline referral data records for fifth grade students with learning and emotional disabilities for a five-year school year timeframe from 2008-2013 for one school district with PBIS implementation starting with the 2008-2009 academic year. A research…

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student…