The current literature on self-monitoring provides limited information on increasing functional communication skills in students with disabilities by incorporating function-based intervention. The purpose of this study was to extend self-monitoring literature by incorporating functional communication training (FCT) into self-monitoring intervention and targeting students who engage in problem behavior due to communication difficulties. Three students with disabilities served in kindergarten through 3rd grade and their corresponding teachers participated in this study. A multiple baseline across participants design with an ABC sequence was used to investigate the impact of function-based self-monitoring (SM) with FCT only and function-based SM with FCT augmented with differential reinforcement of alternative behavior (DRA) on student functional communicative behavior, academic engagement, and problem behavior. The results indicated that the function-based SM with FCT was effective in increasing functional communicative behavior and academic engagement behavior and decreasing problem behavior for all participating students. The addition of DRA further improved behavioral outcomes for one student. Results were maintained for three participants while fading the magnitude of the intervention. Students and teachers rated the function-based SM treatment package as effective and acceptable.

Externalizing behavior problems such as noncompliance, tantrums, and aggression constitutes the most frequently cited reason for referral of young children to mental health clinics. The treatment for conduct problems (CP) that possesses the greatest amount of empirical support is referred to as behavioral parent training (BPT). Yet available data suggest that after accounting for treatment failures and dropouts, only about one third of children receiving BPT benefit significantly. More recently, there has been a shift towards the development of early intervention and prevention models for treating children at-risk for developing CP. While many of these programs have been shown to be effective, they fail to address shortcomings of BPT such as the length of treatment and the context of service delivery. Furthermore, the majority of these programs continue to be classified as selective or indicated prevention programs, thereby targeting children once they have already begun showing elevated levels of disruptive behaviors. More recently, a preventative and abbreviated version of BPT, called preventative behavioral parent training (PBPT), has been developed to address the limitations inherent in BPT. A recent evaluation of PBPT has demonstrated its utility in reducing rates of noncompliance and tantruming in children at-risk for developing CP. This study sought to add to previous findings regarding PBPT by evaluating its effectiveness when disseminated as a universal prevention program within a primary care setting. More specifically, this study aimed to evaluate whether PBPT could be utilized to support parents in learning effective strategies for managing their young child's typical misbehaviors, thereby preventing the development of clinical levels of CP and strengthening the practices of all parents. Results demonstrated that PBPT yielded positive outcomes in regards to both child and parent outcome variables. Furthermore, program evaluation data revealed that the PBPT program was socially acceptable and the strategies discussed were both feasible and effective. Taken together, the current study provides preliminary evidence of the positive proximal impact of the PBPT program. Potential clinical implications of these findings and future directions for research are discussed.

The aim of this paper is to investigate EFL (English as a Foreign Language) students’ acceptance of teacher interventions to disruptive behavior in the classroom. As a method, qualitative research was conducted, including a collection of qualitative and quantitative data through a questionnaire, as well as a qualitative analysis. The respondents to the questionnaire were grade 7-9 students, located in the southern part of Sweden. The results indicate that the two interventions which both research and the study’s participants accepted, were Shorter recess and Quiet reprimand. Further, the interventions which research and the respondents somewhat agreed on, were Ignore, Stare, Approach and Parents/principal. Lastly, the two interventions which research and the participants disagreed on, were Stop it and Other room. There is a need for more research on students’ acceptance of interventions; therefore, we recommend future researchers to investigate it further.

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Secondary students with specific learning disabilities often have challenges with academic engagement and performance within the general education setting. Opportunity to respond strategies, such as student response systems, have shown promise in supporting academic engagement for students without disabilities. However, there are few studies examining the relationship between student response systems and academic engagement for older students with specific learning disabilities. The purpose of this study was to pilot the use of Google classroom as a student response system on academic participation and disruptive behavior for high school students with specific learning disability. While the study began as a multiple baseline across participants single-subject research design, the design was changed due to school closures as a result of COVID-19. A high-school student with specific learning disability participated in a study using an AB non-experimental design. The student response system resulted in an abrupt change in academic participation for the participant. The student and teacher perceived the intervention to be effective and appropriate for increasing participation and decreasing disruptive behavior. This study contributes to a limited body of research on student response systems for secondary students with specific learning disabilities.

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