What is it about?

This study explored the extent behavioral interventions for students with mild disabilities are disseminated through special education practitioner journals. Researchers reviewed 3,298 articles published between 1988 and 2017 in four prominent special education practitioner journals: Beyond Behavior, Intervention in School and Clinic, Teaching Exceptional Children, and Teaching Exceptional Children-Plus. Results suggest that the majority of practitioner articles feature behavior interventions designed to prevent behavior problems from occurring in schools, but relatively few articles shared strategies for managing behaviors as they are occurring or providing consequences after a behavior. Implications for practice and future research inquiry are reported.

Featured Image

Why is it important?

Teachers often request additional information and training to assist with managing student behavior. Practitioner journals are one means of translating research to practice. Resources are accessible to teachers and provide a wealth of information to support students' social, emotional, and behavioral development.


Teachers need access to empirically validated interventions in a format that is accessible. Researchers have the opportunity to play a large role in the translation of research to practice and have a professional responsibility to do so. I enjoyed working with Dr. Sheri Berkeley and graduate students to synthesize the articles available to teacher educators and practitioners. Our team is excited to continue pursuing this line of inquiry. Coding conventions, protocols, and our dataset are available by request.

Dr Brittany Lynn Hott
University of Oklahoma

Read the Original

This page is a summary of: An Analysis of Special Education Practitioner Journals: A Focus on Behavior, Exceptionality, February 2019, Taylor & Francis, DOI: 10.1080/09362835.2019.1579724.
You can read the full text:



The following have contributed to this page