Autistic adults who require significant support need an adapted living environment. In this study, we co-constructed, with the staff of a Canadian residential setting for autistic individuals, the PBIS-Residential setting for Autistic Adults (PBIS-RA) model, based on the five core components of the original system-wide PBIS model. We then sought to evaluate its implementation by identifying barriers, facilitators, and fidelity. Using a case analysis design, we collected data through field notes, PBIS-RA committee work, meeting minutes, staff interviews, and observations. We analyzed data using multiple modalities, such as coding interviews and analytical workshops, to understand the factors influencing organizational implementation of PBIS-RA, based on the Consolidated Framework for Implementation Research (CFIR). Our results identify the necessary adaptations for PBIS-RA to meet the unique needs of autistic adults in this residential setting. We highlight the specific elements that affected the implementation of the PBIS-RA, such as the expertise and motivation of key actors, the around-the-clock schedule, the high staff turnover, the complexity of the model, and the challenge of engaging all staff members. These findings contribute to a better understanding of adapting the PBIS model in a residential setting for autistic individuals and provide valuable insights to guide future implementation efforts.

This single-case design meta-analysis examined the effects of self-management (SM) strategies on academic engagement in autistic students. Prior meta-analyses reported positive outcomes but did not account for the nested structure of single-case designs. Using multilevel modeling, we addressed this limitation and examined moderators of implementation practices. Eligible studies were peer-reviewed, published in English, school-based, included at least one autistic participant, used a single-case design with a baseline and intervention phase, employed time intervals for SM, and targeted positive outcomes. We searched ProQuest, EBSCO, and Web of Science through March 10, 2024. Risk of bias was assessed using the SCD RoB tool. 14 studies (29 participants) met inclusion criteria; SM increased academic engagement by 49.87% ( SE = 4.33, 95% CI = [39.76, 59.59], p < .001). Variability existed across participants and studies, with 9 studies (17 participants) contributing to moderator analyses. Classroom subject, classroom type, technology-based prompting, and the time interval of SM did not significantly explain variability. Limitations include small sample sizes, exclusion of three studies due to missing information, and high risk of bias in assessors’ knowledge of study phase. Overall, SM has the potential of being a flexible strategy supporting autistic students’ academic engagement.

Contingency mapping, a visual representation of the contingencies for engaging in desired and undesired behaviors, has been found to improve student behavior in the classroom setting. This study examined the use of the contingency mapping intervention for young children with autism spectrum disorder (ASD) who demonstrated difficulty engaging in classroom activities. Specifically, the study evaluated whether the contingency mapping intervention would increase on-task behavior during natural classroom activities. Three young children with ASD, ages 6 to 8 years old, were recruited from self-contained classrooms in a public school, along with three corresponding classroom teachers who also participated in the study. A multiple baseline design across participants was used to evaluate the intervention outcomes. The results indicate immediate increases in on-task behavior for all children during intervention, with high rates maintained during follow-up observations. The results of the social validity assessment confirmed that teachers and students found the contingency mapping intervention acceptable, effective, and useful. This study adds to previous findings of contingency mapping as an effective intervention in reducing target behaviors in a classroom environment. It also extends prior research by applying it to a special education classroom for students with ASD.

Teachers of students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD) report managing challenging behavior as one of the most difficult aspects of their work. Evidence-based practices (EBPs) in behavior management can assist teachers in increasing positive behavior in their students with ASD/IDD; however, evidence suggests that teachers may not use EBP effectively. To support teachers in integrating EBP into their practice to increase positive behavior in their students, we developed Communities of Research and Practice (CoRP). In CoRP, classroom teams and researchers in a Mid-Atlantic U.S. state met monthly to discuss how specific EBP could be combined with teachers’ practical expertise to meet the unique needs of their students. In a pilot randomized controlled trial, no significant pre–post differences were found between CoRP and a business-as-usual comparison group on teacher-reported knowledge and use of EBP; however, CoRP participants reported significantly greater decreases in student conflict and challenging behavior. In addition, participants found CoRP valuable and feasible, with high attendance and completion rates. Implications for reducing the research-practice divide are discussed.

In this 5-year prospective study, we identified practice, school, and district variables predicting sustained implementation of positive behavioral interventions and supports (PBIS), a widely implemented framework for improving social, emotional, behavioral, and academic outcomes. Uniquely, the study captured implementation before and after the onset of the COVID-19 pandemic. Personnel from 595 schools across 22 U.S. states completed a validated measure of implementation strategies during the 2018–2019 school year. Analyses included a multilevel logistic regression of school and district fidelity of implementation data, as well as school characteristics and district PBIS data. Results showed that most schools had sustained implementation after 5 years, and adequate fidelity of implementation and better team use of data for decision-making in Year 1 were the strongest predictors of sustained implementation in the 2022–2023 school year. School grade levels served and school locale were also predictive of sustained implementation. We discuss implications for how teams can improve sustained implementation of evidence-based practices through massive school disruptions.

The Good Behavior Game (GBG) is an evidence-based classroom management intervention shown to reduce disruptive classroom behavior in a variety of academic settings. In typical application, the GBG utilizes an interdependent group contingency, and the teacher explains to the students which contingencies are in place and how they relate to behavior (i.e., a rule statement is provided). Given this approach, behavior may change for at least two reasons. First, behavior contacts the reward contingency in place during the GBG. Second, student’s behavior occurs as a function of rule governance (i.e., previous experience with rule statements). In an effort to evaluate which mechanism may be responsible for behavior change during the GBG, the current study used a nonconcurrent multiple baseline design to evaluate behavior during the GBG in the presence and absence of a reward contingency (i.e., rule statement plus contingency or rule statement only) across four second grade classrooms in the Southeastern U.S. Results of the study indicated the reward contingency was a necessary component to yield maximum behavior change. Results are discussed as they relate to implementation of the GBG and its component parts.

Performance feedback is an evidence-based implementation support strategy; however, the conditions under which it most effectively operates are unknown. This U.S. study compared telemediated performance feedback provided at two temporal locations (i.e., directly before and following observation sessions) to first-year teachers of middle school students with emotional and behavioral disorders. Within an adapted alternating treatments design, feedback was provided on teachers’ use of behavior-specific precorrections and praise during virtual instruction. For three of the four teacher participants, performance feedback provided at both temporal locations increased their frequency of precorrections and praise. For two participants, performance feedback provided directly prior to the next observation was more effective than feedback provided directly following the observation. Results of a usability survey suggest that participants found feedback provided at both temporal locations to be effective but preferred receiving post-observation feedback. Future directions in research and implications for designing classroom coaching and consultation systems are discussed.

Paraeducators play an important role supporting students who receive special education services under the guidance and direction of educational professionals. Although paraeducator guidelines articulate the importance for paraeducators to have knowledge and skills to support students’ social, emotional, and behavioral needs, paraeducators and those who supervise them consistently identify student challenging behavior as a high-priority training area for paraeducators. To explore paraeducators’ training experiences specifically in relation to challenging behavior, we conducted a convergent mixed-methods study that involved surveying and interviewing administrators, teachers, and paraeducators in the United States. Findings provide insights into paraeducator training content, delivery, and adequacy related to challenging behavior. We also share barriers, facilitators, and recommendations related to paraeducator training to support the behavioral needs of students receiving special education services. We discuss limitations, connect findings to existing literature, and share implications for policy, practice, and future research.

This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory.

Traditional responses to aggressive behavior in inpatient psychiatric settings have relied heavily on aversive and restrictive practices, such as restraint, despite the fact that such practices demonstrate limited effectiveness and are at odds with a rehabilitative, patient-centered mission. In response to such concerns, a growing number of researchers and practitioners have moved toward proactive, person-centered approaches to addressing challenging behavior, such as Positive Behavioral Interventions and Supports (PBIS). Positive Behavioral Interventions and Supports is a multi-tiered framework for preventing and responding to challenging behavior by addressing environmental and contextual factors. This article describes an exploratory study examining the effect that implementation of individualized PBIS plans had on restraint events in an adult inpatient psychiatric hospital setting in the Northeastern United States. Results indicated a 76% reduction in restraints following implementation of individualized PBIS plans. Implications for future research and practice are explored as a means of improving clinical outcomes and quality of life of individuals in inpatient psychiatric settings.