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This study evaluated the impact of a multitiered behavior support model on preservice special education teachers’ implementation of behavior-specific praise (BSP) during a field-based practicum. Given the increasing prevalence of challenging behaviors in schools and documented gaps in classroom management training, innovative interventions are needed to better prepare educators. Employing a concurrent multiple baseline design across three participants, tiered behavior support was implemented. Tier 1 consisted of a universal training on BSP for all participants. In Tier 2, participants engaged in individualized goal setting and received daily brief prompts via text message. Tier 3 added visual performance feedback–presented as line graphs comparing actual BSP delivery rates with individualized goals. Data were collected through frequency recording during 10-minute observation sessions, and visual analysis revealed a functional relation between the tiered intervention and increased BSP use. Social validity measures indicated that the intervention was rated as highly acceptable, feasible, and understandable. These findings suggest that tiered behavior support, particularly when enhanced with technology-based visual performance feedback, may offer a practical and sustainable method for improving evidence-based classroom management practices. Although this study focused on preservice special education teachers in a graduate program, the implications extend to a variety of coaching and consultation settings involving both preservice and in-service educators, as well as other service providers. © 2025 Taylor & Francis Group, LLC.

This article explores the changing landscape of Assistive Technology (AT) in special education and introduces a paradigm of the Multi-Tiered System of Supports (MTSS) for AT implementation—that aims to clarify the roles and expectations for educators and specialists providing AT services. AT tools are critical resources to support students with disabilities but there are implementation challenges (OSEP, 2024). While the types and variety of AT available continue to grow there is a lack of clarity of the implementation expectations for educators. Using the Multi-Tiered System of Supports (MTSS) as an implementation framework for AT implementation is a potential means of defining these roles. This article defines an AT-MTSS framework that clarifies AT implementation. Defining an AT-MTSS framework has implications for teacher preparation programs, K-12 systems, general educators, special educators, and AT specialists who may be able to better understand their roles and responsibilities. With many schools providing one-to-one devices for students there is a need for all educators to be able to provide a level of universal supports based on Universal Design for Learning (UDL). There will always remain a need for some specialized interventions for students with disabilities. Some of these common AT tools should be implemented and supported by nearly any special education teacher. Other more specialized AT tools will need the support of educators with highly specialized knowledge to determine which tool to use and to provide ongoing AT services. The AT-MTSS framework is designed to be inclusive of the recent DOE AT guidance (2024), and, Individuals with Disabilities Education Act (IDEA, 2004), and the National Education Technology Plan (NETP, 2024). © The Author(s) 2025

Technology has become both a valuable learning tool and a significant source of distraction in higher education classrooms. As students increasingly engage with their phones, smartwatches, and laptops for nonacademic purposes during class, faculty members face challenges in maintaining student attention and participation. While some instructors attempt to combat these issues with technology bans or restrictive policies, such approaches can be difficult to enforce and may create resistance among students. Self-monitoring, an evidence-based behavioral strategy, offers an alternative solution by encouraging students to track and regulate their own behaviors. This article presents a faculty-implemented self-monitoring system designed to increase student awareness of their technology use and its impact on classroom engagement. The self-monitoring model described in this article provides a simple and cost-effective method for faculty members to reduce classroom distractions while fostering student self-regulation and accountability. This quick fix offers faculty structured recommendations to implement the same or similar procedures in their classroom. © 2025 Taylor & Francis Group, LLC.

Students identified with emotional and behavioral disorders (EBD) often display a variety of challenging behaviors that can significantly affect both their learning and the dynamics of the student–teacher relationship. Addressing these challenges necessitates the development of authentic, meaningful connections between teachers and students, achieved through applying strategies designed to support student behavior and solidify a trusting relationship. This article introduces the TRUST mnemonic framework, a comprehensive, trauma-informed approach to help teachers build rapport, foster trust, engage, and support students with EBD. The framework encapsulates five principal strategies: transforming perceptions of challenging student behaviors, rapport-building, utilizing restorative practices, supplying choices, and teaming with student caregivers. Together, these strategies provide a structured model for fostering positive relationships and educational experiences while supporting student behavior, ultimately contributing to improved outcomes for students with EBD.

Leo Kanner’s classic description of autism appeared eight decades ago. Although the pace of research has increased dramatically, research specifically focused on adolescents and adults remains limited in many respects. Numerous outcome studies have been conducted and suggest potential for markedly improved outcome with intervention. Unfortunately, studies on adults after early adulthood are sparse and, for old age, almost nonexistent, reflecting a lack of support for research in this population. This is in stark contrast to other developmental disorders in which considerable information on adult life is often available. This book summarizes work across areas, focusing on what is known and not yet known, highlighting important areas for future research. While overall outcome has improved, a small group of individuals remain in need of high levels of adult care. For all individuals, the field requires new approaches to both research and clinical service.

Youth with ASD are more likely to experience bullying than their typically developing peers. This risk has not been studied in youth with ASD transitioning to college. We examined the occurrence of bullying in 35 high functioning youth with ASD who were preparing to attend college. We also examined youth anxiety and ASD symptoms. Fifty-one percent of the sample reported being recent victims of bullying; 31% of parents reported their child was a victim of bullying. Parent report of bullying correlated significantly with ratings of youth social anxiety symptoms. These findings suggest that bullying is an issue of concern for higher functioning, older adolescents with ASD, and that their own reports may be particularly important in identifying its occurrence.

This paper is a report of an examination of educational professionals’ perspectives on their decision processes to use a Twitter personal learning network (PLN). When investigating each of the participants’ decision-making processes to accept or reject the use of a Twitter PLN, the externally supported individualized learning experience was integral to the educational professionals’ active decision to adopt the new tool. The five major findings revealed external stimulus and support is (1) vital to address pre-existing attitudes and beliefs, (2) to target the acquisition of technical and implementation knowledge, and (3) to encourage continued exposure, interaction, and exploration. The final two findings focus on the (4) interaction with a social learning community supports decision making and informal learning, and (5) personal experimentation and exploration of a Twitter PLN allows educational professionals to build their professional network, quickly access high quality information, and read educational material. Educational professionals’ informal learning activities were also revealed while using their PLN. Educational professionals reported sharing information and resources with colleagues as having the most significant impact on professional practice. In addition to interviews, the nature of the Twitter platform provided valuable evidence of informal learning activities. These activities reflected in the educational professionals’ tweets included: reading educational subject matter, reflection and collaboration. Also, a new category: Resource Collection was created to reflect the second most popular activity on educational professionals’ Twitter PLN.

Meaningful student–teacher relationships form a crucial foundation for teachers to deliver effective interventions leading to better outcomes for students with challenging behavior. By implementing simple recommendations for facilitating genuine and intentional interactions with students and regulating their own emotional responses, teachers can establish, maintain, and reinforce meaningful relationships with students. This article describes and provides school-based examples of recommendations for building and sustaining meaningful student–teacher relationships with students who exhibit challenging behaviors.

Alumni from an Assistive Technology (AT) graduate program were invited to complete a survey and participate in focus groups to share how they are using the knowledge gained from their graduate degree and its impact on their professional careers. The sample of 27 alumni spanned seven years and a variety of professional backgrounds. This qualitative single-case study revealed impacts on careers, professional skill development, and technology skills after graduation. Participants also connected this later skill development to their concrete learning experiences within the graduate program.

The rising prevalence of autism spectrum disorder (ASD) has led to increased efforts to support individuals with ASD across numerous aspects of life, including driving. While obtaining a driver’s license substantially impacts quality of life and independence, it also creates distinct challenges for those with ASD. Challenges surrounding social communication, executive functioning, and sensory sensitivities are particularly evident when considering interactions between drivers with ASD and law enforcement personnel. Connecticut’s Blue Envelope Program aims to improve interactions between drivers with and ASD law enforcement by providing instructions for officers and drivers to follow during routine traffic stops on a physical, blue colored, envelope. The instructional guidelines aim to assist officers in understanding and appropriately responding to common ASD-related behaviors which may be otherwise misinterpreted and includes accommodations officers could consider during a stop. Additionally, the envelope outlines clear steps for drivers with ASD to follow through the stop as to support predictability and expectations. The widespread acceptance, efficacy and popularity of the Blue Envelope program underscores the importance of increasing awareness and understanding of ASD among law enforcement and the need for more supports to aid in these increasing interactions. Discussion is offered on a broader implementation of this program to support individuals with ASD and officers, while improving the outcomes of interactions. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

This case study retrospectively reflects on a self-contained teacher’s decision to pair publisher-created adapted text with audio support as part of a multicomponent reading intervention. She evolved from creating her own adapted text to implementing publisher-created adapted text throughout a school year. The study analyzed students’ reading comprehension test scores throughout the year to examine the influence of publisher-created adapted text embedded within a multi-component reading intervention. The Related-Samples Wilcoxon Signed Rank Test revealed significance (p=.043) between students’ fall and spring Reading Inventory scores, with a moderate effect size (r=.562). The teacher made the instructional decision to implement publisher-created adapted text which eliminated time consuming self-adaptation of materials (Browder et al., 2007) and her students continued to make progress with this shift of materials with some demonstrating significant progress by the end of the school year.

Looking back on a year of tumultuous teaching and learning amid restrictions set in place after the COVID-19 pandemic began in early 2020, Remote Teaching and Learning: Reflections and Practical Advice focuses not only on the trials and tribulations higher ed faculty have endured but also the insights learned, silver linings revealed, and successes achieved through emergency remote teaching. Hear from 20 educators whose contributions include: reflections on pandemic teaching; strategies and practical advice; and resources for students.Whether you’re returning to a face-to-face classroom, continuing to teach online, or exploring hybrid or HyFlex teaching, you’ll find wisdom, advice, and observations from educators with a shared commitment to student learning. Includes student handouts to use in your classroom!

Although first described in 1944 (the year the description of infantile autism), Asperger’s syndrome attracted little attention until the publication by Lorna Wing in early 1980. Over time, different views of the definition of Asperger’s syndrome developed. By the time of the Third Edition of the American Psychiatric Association’s Diagnostic and Statistical Manual and the Tenth Edition of the World Health Organization’s International Classification of Disease, enough information had accumulated to include the condition within the broader autism category. Asperger’s syndrome remained a focus of research interest and debate until its exclusion in the DSM-5 in 2013. We argue that the decision to remove Asperger’s syndrome 10 years ago as a distinct condition was premature. A discussion of the tensions around defining Asperger’s and concerns now arising due to the lack of this diagnostic category for new cases is provided. © 2024, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

As the world continues to ponder issues of equity and diversity, U.S. public schools face an expanding demographic divide between teachers and students. While diverse groups of public school students show an increase in population, the teaching workforce in the U.S. remains overwhelmingly White. The purpose of this systematic review is to examine how preservice teachers (PST) are being prepared to be culturally responsive. A total of 26 studies published between 2006 and 2020 were reviewed. The results indicate that PSTs’ learning experiences are varied and tend to be stand-alone approaches focused on changing the attitudes and beliefs of PSTs. Findings also bring to light the vagueness of terminology used in the research to define cultural groups of students, the conspicuous absence of studies related to LGBTQ+ populations, and the lack of study replications. Implications for future research are discussed.

Research demonstrates discriminatory and inequitable practices related to students identified with (disabilities). Inequitable practices and discrimination reveal the necessity of collaboration and advocacy as an integral part of the pedagogy of professional development for members of the IEP team. Providing pre-service (or preparing) teachers simulated experiences of individualized education program (IEP) meetings can support PSTs understanding of how ableism and racism can manifest in schools, develop skills in collaborating with families, and begin to develop advocacy practices that support students that are marginalized at the intersection of their race and ability status. This chapter focuses on how to develop materials that leverage critical theoretical frameworks, provide learning experiences that mirror teacher practice in schools, and provide authentic representations of families of color to develop PSTs collaborative and advocacy practices. © 2023 by IGI Global. All rights reserved.