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Zirkel, Perry A. – Communique, 2016
The use of seclusion and restraints on students with disabilities has been a major legal issue in recent years. Congress has repeatedly considered bills to limit and prohibit such use in K-12 schools, but the movement against such aversive procedures appears to have shifted to the state legislative level, with several states adding or…
Descriptors: Discipline, Punishment, Disabilities, Legal Responsibility
Lessard, Kimberly Evans – ProQuest LLC, 2016
Given the rise in prevalence of autism spectrum disorders (ASD) and the legal requirements for public school districts to implement evidence-based educational interventions, there is an increased need for school districts to train staff to implement these interventions with fidelity. The National Professional Development Committee (2014) and the…
Descriptors: Faculty Development, Online Courses, Pervasive Developmental Disorders, Autism
Baker, Rachel – Rowman & Littlefield Publishers, 2016
Let's face it--teaching can be stressful. In this generation of Common Core Standards and highstakes testing, educators are often left without the time to plan positive behavioral supports or the sanity to cultivate compassionate relationships with their students. Even though they understand the critical relationship between behavior and…
Descriptors: Positive Behavior Supports, Early Childhood Education, Kindergarten, Grade 1
Griffin, W.; Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Social skills training (SST) refers to any adult-directed instruction in which social skills are targeted for improvement. SST typically occurs in either a group or individual format, and may also include facilitated practice in classroom settings. SST sometimes may co-occur with peer-mediated instruction and intervention (PMII) or some related…
Descriptors: Interpersonal Competence, Social Development, Autism, Pervasive Developmental Disorders
Sanetti, Lisa M. Hagermoser; Collier-Meek, Melissa A. – Psychology in the Schools, 2015
For multi-tiered systems of support, such as Response-to-Intervention and Positive Behavior Interventions and Supports, to effectively impact student outcomes, interventions delivered across the tiers must be implemented as planned (i.e., with adequate treatment integrity). However, research suggests that most school personnel struggle to deliver…
Descriptors: Response to Intervention, Behavior Modification, Intervention, Program Implementation
Casasanto-Ferro, Julia; Gandhi, Allison; Shami, Muna; Danielson, Lou; Bzura, Robin – National Center on Intensive Intervention, 2015
This document is the first in a series of products that will be developed under the knowledge production service area of the National Center on Intensive Intervention (NCII), with the purpose of describing and communicating the results of research on intensive intervention. The synthesis studies summarized here, and others to be identified, will…
Descriptors: Intervention, Behavior Modification, Academic Support Services, Disabilities
Kanine, Rebecca M.; Jackson, Yo; Huffhines, Lindsay; Barnett, Alexandra; Stone, Katie J. – Topics in Early Childhood Special Education, 2018
Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose…
Descriptors: Young Children, Child Abuse, Parent Child Relationship, Teacher Role
Toms, Ozalle Marie; Campbell-Whatley, Gloria; Stuart, Shannon; Schultz, Tia – Journal for Multicultural Education, 2018
Purpose: The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March & Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning…
Descriptors: High School Students, Grade 9, African American Students, Males
Eustis, Elizabeth Hemenway – ProQuest LLC, 2018
The high rates of anxiety in college students and the many barriers to accessing evidence-based care in communities and on campuses indicate a clear need to explore ways to provide effective evidence-based treatments to more people. Web-based interventions and preventions are one way to bridge this gap, and hold the potential to decrease suffering…
Descriptors: Anxiety, Behavior Modification, College Students, Mental Health
Maich, Kimberly; Davies, Adam W. J.; Penney, Sharon C.; Butler, Emily; Young, Gabrielle D.; Philpott, David – Exceptionality Education International, 2019
High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between…
Descriptors: Early Intervention, Autism, Pervasive Developmental Disorders, Early Childhood Education
Griffiths, Amy-Jane; Izumi, Jared T.; Alsip, James; Furlong, Michael J.; Morrison, Gale M. – Preventing School Failure, 2019
This research examined the risk and protective factors of responders and nonresponders to a schoolwide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternative school. Students completed self-perception measures of individual, school, community, and home systems. Multivariate analysis of variance indicated a…
Descriptors: Positive Behavior Supports, At Risk Students, Nontraditional Education, Delinquency
Hoffmann, Audrey N.; Bogoev, Bistra K.; Sellers, Tyra P. – Rural Special Education Quarterly, 2019
Researchers and clinicians have successfully demonstrated the use of telehealth in supporting parents to conduct functional analyses (FAs) and subsequent functional communication training (FCT). We replicated and extended previous research by utilizing telehealth to train an existing Early Childhood Special Education (ECSE) Behavior Specialist to…
Descriptors: Telecommunications, Health Services, Intervention, Expertise
Lipschultz, Joshua L.; Wilder, David A. – Education and Treatment of Children, 2017
Noncompliance is a common behavior problem exhibited by typically developing children, as well as individuals with intellectual disabilities, and is correlated with a number of psychiatric diagnoses later in life. We begin this manuscript by describing the definition and prevalence of noncompliance. We then review the assessment procedures that…
Descriptors: Behavior Problems, Compliance (Psychology), Definitions, Incidence
Ho, Betty P. V.; Stephenson, Jennifer; Carter, Mark – International Journal of Disability, Development and Education, 2017
This study provided an investigation of the knowledge, implementation and perspectives of Australian teachers of students with autism spectrum disorder regarding cognitive-behavioural approaches, using an anonymous survey. The sample of 270 New South Wales teachers reported a reasonable level of knowledge and implementation of strategies commonly…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Knowledge Level
Sachser, Cedric; Keller, Ferdinand; Goldbeck, Lutz – Journal of Child Psychology and Psychiatry, 2017
Background: To evaluate whether the symptoms of children and adolescents with clinically significant posttraumatic stress symptoms (PTSS) form classes consistent with the diagnostic criteria of complex PTSD (CPTSD) as proposed for the ICD-11, and to relate the emerging classes with treatment outcome of Trauma-Focused Cognitive Behavioral Therapy…
Descriptors: Posttraumatic Stress Disorder, Symptoms (Individual Disorders), Children, Adolescents