The use of interventions to create behavior change among students with disabilities has an extended and complex history (Horner et al., 2005). Practitioners involved in the field of special education often debate best practices from an immense array of available interventions (Heflin & Simpson, 1998). Service providers express concern about…

If a student has multiple behavior problems that escalate over time and across different settings, school-based problem-solving teams can become quickly overwhelmed, especially when educators identify "setting events" for problem behaviors that have occurred outside of school and are beyond the control of school personnel. Instead of resorting to…

Many school personnel are becoming increasingly frustrated with the impact of student behavior on their schools. More than ever, the public perception is that student behavior is out of control. Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and…

No Child Left Behind (NCLB) mandates that "all" students, not just well-behaved and academically motivated students, make academic progress. Unfortunately, about 10% of students with chronic behavior problems make this goal difficult for themselves and others (Sprague & Walker, 2000; Sugai, 2000). The Positive Alternative Learning…

This article describes the Research Lead Teacher (RLT) model and its implementation over 3 years to train classroom teachers in research-based instructional and behavior management strategies. The RLT program included teacher study groups and a structured intervention involving the RLT in the requesting teacher's classroom. External evaluation…