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This systematic review investigated one systematic approach to designing, implementing, and evaluating functional assessment–based interventions (FABI) for use in supporting school-age students with or at-risk for high-incidence disabilities. We field tested several recently developed methods for single-case design syntheses. First, we appraised the quality of individual studies and the overall body of work using Council for Exceptional Children’s standards. Next, we calculated and meta-analyzed within-case and between-case effect sizes. Results indicated that studies were of high methodological quality, with nine studies identified as being methodologically sound and demonstrating positive outcomes across 14 participants. However, insufficient evidence was available to classify the evidence base for FABIs due to small number of participants within (fewer than recommended three) and across (fewer than recommended 20) studies. Nonetheless, average within-case effect sizes were equivalent to increases of 118% between baseline and intervention phases. Finally, potential moderating variables were examined. Limitations and future directions are discussed.

The interactions and relationships students have with their classmates, teachers, administrators, and other staff throughout the school year offer a primary avenue through which students learn the array of academic, social, vocational, self-determination, and other functional skills that can contribute to their short-and long-term success. Moreover, the extent to which students develop satisfying relationships within and beyond the classroom can affect their sense of belonging, acceptance among peers, satisfaction with school, and overall well-being (Wentzel, Donlan, & Morrison, 2012). Research consistently affirms the powerful impact the presence-or absence-of relationships can have on the lives of children and youth (Rubin, Bukowski, & Laursen, 2009). It is of little surprise that equipping students with the skills, knowledge, and opportunities that enable them to be socially successful is considered a key component of comprehensive secondary schooling (Carter & Draper, 2010).Participating meaningfully in the array of social interactions and relationships occurring within a school community is also important for adolescents with autism spectrum disorder (ASD). Although social challenges are a defining feature of this particular disability category (American Psychiatric Association [APA], 2013), the presence of autism in no way diminishes the contributions strong social-related skills, connections, and supports can make to success in school and beyond. Put simply, relationships really do matter for all adolescents. Recognizing the importance of this dimension of students' lives, researchers and practitioners have focused considerable attention on determining how best to provide instruction, supports, and opportunities that enhance the social competence and connections of students with ASD (

We examined changes in burnout across three timepoints in one school year, in a sample ( N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomplishment increased from fall to spring. Latent growth curve modeling did not produce latent trajectories of burnout among teachers; however, cross-lagged panel structure equation modeling revealed that emotional exhaustion and personal accomplishment had both direct and indirect effects on depersonalization. Differences in burnout were significant by race/ethnicity but not by gender. Participants reported higher emotional exhaustion, lower depersonalization, and higher personal accomplishment than a national sample. We provide implications for researchers and practitioners.