Translating School Faculty Experiences Using PBIS into Recommendations for Practice.

Positive Behavior Interventions and Supports (PBIS) is a behaviorally based framework that seeks to improve student outcomes in schools. This framework is implemented at differing levels of intensity within a school based on students' unique needs. Special education teachers and school psychologists are integral pieces of PBIS implementation.

Parent Perceptions of the Effects of Early Intensive Behavioral Interventions for Children with Autism.

The current study aimed to understand parents' perceptions of the effects of early intensive behavioral intervention (EIBI) based on the principles of applied behavioral analysis (ABA) and the lasting outcomes for their children with Autism spectrum disorder (ASD). In particular, this study sought to examine parent perceptions of the relationship between the intensity of ABA interventions and current autism symptom severity, adaptive functioning, and school placement. The current study employed a convergent parallel mixed-methods design, which consisted of collecting, analyzing, interpreting, and combining both quantitative and qualitative data.

Differences in self-reported disclosure of college experiences by first-generation college student status.

Disclosure of stressful life experiences is described here as a potential means of stress reduction and as a potential indicator of available support. This study compared reports of the disclosure of college experiences by college freshmen (N = 1,539). Using a student survey conducted at four universities across the country, disclosure by first-generation student status was compared.