The authors used an ABCBC design to compare the effects of a single-student response strategy and unison handraising strategy on a teacher and two middle school students (a targeted student and typical achieving student) during a 7th grade health science class. During baseline the teacher had high rates of redirections and low rates of praise…

A multiple baseline design across teachers was used to evaluate the effects of a systematic, response-to-intervention (RTI) approach on rates of desired teacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical schoolwide positive behavior support training (primary intervention tier) were…

Students with emotional and behavioral disorders (E/BD) experience deficits in social, behavioral, and academic areas. Of great importance in the academic area is reading achievement. Students with E/BD who struggle with reading tend to have negative in-school and post-school outcomes. Due to the severity of potential outcomes, it is essential to…

This study was carried out to investigate the prevalence of emotional, behavior and academic problems and their association in a 7th grade school-based sample. Behavioral data were gathered in the beginning and end of the school year and academic data were collected six times throughout the year (twice every trimester). In the whole we found that,…