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Ohio PROMISE: A Statewide System to Prepare Adults for the Needs of Children
By Wendy Grove, Ohio PROMISE, Ohio Department of Children and Youth, Columbus, Ohio; Kathy Lawton, Franklin County Board of Developmental Disabilities, Columbus, Ohio; Troy Hunter,...
H-U-G-S: A Simple Framework for Social-Emotional Learning During Daily Routines
By Sarah Sexton, Family, Infant, and Preschool Program, North Carolina Department of Health and Human Services; Frances Davis, Posthumously Issue: Special Issue 2026 DOI: 10.64546/jaasep.665...
Exploring Behavioral Continuums in Early Childhood and Special Education Settings
By Michela Carattini - Mays, School of Education, Southwest Minnesota State University; Joseph Morgan, Department of Multilingual, Early Childhood, and Special Education, University of Nevada...
The Effectiveness of Self-Management Interventions on the Nonacademic Behaviors of Students with Emotional Disturbance: A Review of the Literature
By Jessica P. Hubbard, The University of Memphis; James N. Meindl, The University of Memphis; Laura B. Casey, The University of Memphis; Diana Delgado, The...
The lived experiences of teachers working with young students with autism
By Suzy Lea Juarez, Capella University Issue: Fall 2025 DOI: 10.64546/jaasep.591 Social skills training in early elementary classrooms has proven to be a critical intervention...
Effectiveness of Using Telehealth to Increase Parent Skill Acquisition and Implementation of Behavioral Protocols
By Kathleen Quinn, Touro University; Karrie Lindeman, Touro University; Faye Wakenfeld, Touro University; Kayla Finuf, Touro University; Nancy LoPrete, Touro University; Emily Burkert, Touro University...
Seclusion and Restraint: A Scoping Review of the Peer-Reviewed Published Literature Since the GAO Congressional Hearing of 2009 Through the End of the 2020 COVID-19 Pandemic
By Kristina E. Ingles, Texas A&M University; Heather M. Dulas, Texas A&M University; Humberto Peña Jr, Texas A&M University; Sarah Nichols, Texas A&M University; Elliott...
Perspectives of Youth with Disabilities on Restorative Practice (RP) Circle Engagement and School Belonging
By Colby T. Kervick, University of Vermont; Bernice R. Garnett, University of Vermont; Amanda Davis Simpfenderfer, College of William & Mary; Mika Moore, Burlington School...
Supporting Children Experiencing Social and Emotional Needs Who are Identified By School Staff as At Risk of Exclusion Due to Disruptive Classroom Behavior
By Robert White, Elizabeth City State University, USA & University of Glasgow, UK Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.554 The education system is continuously under scrutiny...
Teachers’ Perceptions of School Behavior Support Systems: A Case Study
By Laura N. Sarchet, Niagara University Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.525 Schools have an enormous responsibility to meet the academic, social, emotional, and behavioral needs...
Delphi Technique: Parents Identify Protective Factors to Address Problem Behaviors in Adolescents With and Without Disabilities
By Monica R. Brown, University of Nevada, Las Vegas Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.518 According to the U.S. Department of Health & Human Services (HHS,...
Teaching Children with SMA 1 to Expressively Communicate Using Augmentative and Alternative Communication Systems: Extending Functional Communication Teaching Using a Model of Verbal Behavior
By Cheryl Ostryn, Center for Applied Behavior Analysis, The Sage Colleges Issue: Fall 2021 DOI: 10.64546/jaasep.474 Spinal muscular atrophy (SMA) is a genetic disorder that...
Using Social Stories to Decrease Negative Behaviors in Students with Autism and Other Disabilities
By Vivian C. Williams, University of California Santa Barbara Issue: Fall 2021 DOI: 10.64546/jaasep.470 Several studies have been conducted that examined the impact of implementing...
The Perceived Effectiveness of Using Mindfulness as a Strategy for Special Educators in Coping with the Stress of their Work Environment
By Lisa Ciraldo, Manhattanville College Issue: Fall 2020 DOI: 10.64546/jaasep.434 Presently, mindfulness is a mainstream phenomenon in education, being implemented as a tool to assist...
Use of Visual Performance Feedback to Increase Teacher Use of Behavior-Specific Praise among High School Students with Severe Disabilities
By Michelle L. Simmons, West Texas A&M University; Robin H. Lock, Texas Tech University; Janna Brendle, Texas Tech University; Laurie A. Sharp, Tarleton State University...
Constructivism, Zone of Proximal Development and Target in a Multi-Dimensional Classroom
By Bradley Johnson Issue: Spring/Summer 2020 DOI: 10.64546/jaasep.427 The existing diversity of constructivist theories and approaches ranges from radical forms of social constructionism (Gergen, 1994),...
The Effects of Relationship History on Student Responding in an Academic Setting
By Regan Weston, Baylor University; Tonya Davis, Baylor University; Abby Hodges, Baylor University Issue: Winter 2020 DOI: 10.64546/jaasep.420 Rapport is a construct that has been...
Challenging Behavior in Students with an Intellectual Disability: Promoting Understanding and Compassionate Educational Practice
Evelyn Bilias-Lolis, Ph.D. Alyson M. Martin, Ed.D.Fairfield University Abstract Students with an Intellectual Disability (ID) have complex learning and behavioral needs that can complicate educational...
Challenging Behavior in Students with an Intellectual Disability: Promoting Understanding and Compassionate Educational Practice
By Evelyn Bilias-Lolis, Fairfield University; Alyson M. Martin, Fairfield University Issue: Spring/Summer 2019 DOI: 10.64546/jaasep.397 Abstract Students with an Intellectual Disability (ID) have complex learning...
Increasing Teachers’ Use of Behavior-Specific Praise with the Teacher vs. Student Game
Renée E. Lastrapes, Ph.D. University of Houston-Clear LakeJennifer N. Fritz, Ph.D. University of Houston-Clear LakeRobert C. Hasson, Ed.D. Concordia University-Texas Abstract In memory of Robert...