In this article, authors Carl Smith, Antonis Katsiyannis, and Joseph Ryan respond to Zirkel's most recent article, "The Law in the Special Education Literature: A Brief Legal Critique," published in this issue of "Behavioral Disorders." Smith, Katsiyannis, and Ryan begin their response by saying that "The Law in the…

Many students who exhibit behavioral and emotional problems during adolescence often show less severe problems in school in early grades. Screening for these early indicators can help educational professionals direct support to students who are more likely to benefit from increased support. The screening protocol needs to be psychometrically…

The prevalence of weight problems among youth in general and youth in out-of-home care has been well documented; however, the prevalence of obesity/overweight among youth with high-incidence disabilities in more restrictive settings, such as residential care, has not been assessed. The purpose of the present study was to evaluate the prevalence of…

We examined three questions. First, do reading difficulties increase children's risk of behavioral difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using…

In our previous research (Benner, Nelson, Sanders, & Ralston, 2012), elementary schools were randomly assigned to either a primary-level behavior intervention directed at externalizing behavior (treatment, n = 7 schools) or to business-as-usual condition (control, n = 6 schools). A screening procedure was used to identify K through 3-grade…

Many researchers have documented the interrelatedness of reading and behavior (McIntosh, Sadler, & Brown, 2012). Thus, research examining the best way to intervene with students who exhibit problems in both skill sets is merited. Recently, taking an integrated approach to reading and behavioral intervention has been suggested (Mooney, Ryan, Uhing,…

The present study investigated the effects of an intensive training protocol on levels of paraeducator fidelity to a group contingency intervention used to manage the classroom behavior of students with EBD. A multiple baseline design across classrooms was used to determine whether the training was associated with initial and sustained increases…

Recent correlational studies provide support for a transactional relationship between reading and behavior problems. A transactional relationship implies that reading problems cause behavior problems, and vice versa. This study took this basic finding and examined its implications for intervention. Specifically, this study employed single-case…

Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based…

This study examines whether a school-based preventive intervention for children with aggressive behavior affects children's academic outcomes when it is implemented by school counselors in a dissemination field trial. The Coping Power program targets empirical risk factors for aggressive behavior and focuses primarily on teaching social and…

Students with disabilities who engage in high rates of challenging behaviors require educators who employ function-based thinking and have a particular sensitivity to the wide range of factors that influence student behavior. In essence, educators working with special needs students need to know what makes their instruction "special"; they must…

The author is pleased to see that the future directions of the Council for Children with Behavioral Disorders (CCBD) are being addressed. The celebration of the 50th birthday of the inception of CCBD has set the occasion to carefully examine the status quo of the organization and to set future directions, as appropriate. The authors of "New…

Check-in/checkout (CICO) is a behavioral intervention that is used to provide systematic feedback about a student's behavior at the beginning and end of each school day. The purpose of the present study was to evaluate the effectiveness of CICO on decreasing problem behaviors and the collateral effects on mathematics performance for 4 at-risk…

Despite a growing body of evidence demonstrating the value of Tier 1 and Tier 3 interventions, significantly less is known about Tier 2 level treatments when they are added within the context of a tiered continuum of support. The purpose of this article is to systematically review the existing research base for Tier 2 small group intervention…

Self-monitoring is a popular, efficient, and effective intervention that is associated with improved academic and social behavior for students across age and ability levels. To date, this is the first study to directly compare the outcomes of self-monitoring functionally relevant and non-relevant replacement behaviors. Specifically, we used an…