Hierarchical regression analyses conducted at the school level found that the perceived prevalence of teasing and bullying was predictive of schoolwide passing rates on state-mandated achievement testing used to meet No Child Left Behind requirements. These findings could not be attributed to the proportion of minority students in the school,…

This manuscript describes a research project designed to examine the relative effectiveness of a two non-function-based interventions (differential reinforcement of other behavior and self- monitoring) for decreasing problem behavior in a general education classroom for three students whose problem behaviors were hypothesized to be functionally…

Federal and state response to the educational needs of gifted students has been intermittent and permissive. The lack of cohesive and comprehensive policies pertaining to identification and programming for these students has created a disparity in services within and across states. Broader education policies, such as those resulting from No Child…