Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020;Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students' on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) andNeely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.

Schools rely heavily on paraeducators to support the delivery of special education services for students with disabilities (SWDs). However, paraeducators often lack formal training in implementing evidence-based practices. Traditional methods of professional development are not effective at producing long-term changes in classroom staff. Prior research shows that paraeducators can implement skills with high fidelity when provided experiential training or coaching; however, most research has included researcher-as-trainer for paraeducators. Training delivered by special education teachers (SETs) may be a more sustainable training framework. We conducted a systematic and quality review of research on SET-delivered training to improve paraeducators’ implementation of skills for supporting SWDs. We identified 11 studies with moderate or high methodological rigor and found behavioral skills training was the most common method used by SETs to train paraeducators. Contextual variables including participant characteristics, target skills, and procedural fidelity were synthesized to provide a summary of strengths and gaps in the research.

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Students with significant support needs (SSN) are often at an increased risk of demonstrating challenging behaviors compared with their peers without disabilities. As a result, students engaging in these behaviors typically experience fewer opportunities for inclusive education, strained relationships with educators, and increased likelihood of exposure to intrusive and harmful practices (e.g., restraint and seclusion), thus providing increased support for the use of effective behavioral interventions. Although research has shown that function-based interventions are more effective in addressing challenging behavior and these practices should be implemented for SSN who engage in challenging behavior, unfortunately these supports are often planned without involvement from the student. All students, including those with SSN, should have input in the selection and design of the supports they receive. Therefore, the purpose of this article is to provide educators with strategies for including student voice in the functional behavior assessment process and when developing a behavior support plan for students with SSN. We describe in detail methods for (a) gathering student input during the indirect assessment interview process, (b) administering direct preference assessments, and (c) increasing accessibility of these methods for students with SSN.