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Understanding students' perspectives on inclusive behavior is important for addressing the bullying, victimization, and exclusion that many middle school and high school students, particularly marginalized students, continue to face at school. This study explored how students give meaning to inclusive behavior at school and the conditions that support inclusive behavior. Using data from 30 focus groups conducted with students, the findings expand on three primary themes: students' broad descriptions of inclusive behavior, their understanding of the qualities and characteristics of an inclusive person, and their beliefs about what makes a school inclusive. Findings from this study can inform organizational practices to facilitate inclusive behavior in schools in a manner consistent with how students themselves view inclusivity.

Background: Identity development in individuals with disabilities is often negatively impacted by exclusion, marginalisation, and stigma. However, meaningful opportunities for community engagement can serve as one pathway towards establishing positive identity. This pathway is further examined in the present study. Methods: Researchers used a tiered, multi-method, qualitative methodology consisting of audio diaries, group interviews, and individual interviews with seven youth (ages 16-20) with intellectual and developmental disabilities, recruited through the Special Olympics U.S. Youth Ambassador Program. Results: Participants' identities incorporated disability while simultaneously transcending the social limits of disability. Participants viewed disability as one aspect of their broader identity, shaped by leadership and engagement experiences such as those offered by the Youth Ambassador Program. Conclusions: Findings have implications for understanding identity development in youth with disabilities, the importance of community engagement and structured leadership opportunities, and the value of tailoring qualitative methodologies to the subject of the research.

Alternative education settings (AES) educate many students with social, emotional, and behavioral (SEB) challenges. However, there is limited synthesized research available on how to best support students' SEB functioning. This systematic review examined SEB intervention and outcome research conducted in alternative schools between 2010 and 2020. Sixty-eight peer-reviewed journal articles met the inclusion criteria. Results discuss demographic characteristics of participants (e.g., age, school type), frequently studied interventions (e.g., group contingencies, Check-In/Check-Out), tiers of intervention (e.g., universal, targeted), SEB outcomes (e.g., externalizing behavior, discipline), and data collection methods (e.g., school records, self-report). Practical implications for mental health practitioners and educators in alternative education settings, limitations, and future directions are also discussed.

Timely identification of children with disabilities is required by federal special education law (Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400, 2004). During COVID-19, school psychologists have been faced with the challenge of completing valid, comprehensive, and diagnostic assessments when traditional methods are not an option. Traditional methods of testing have become nearly impossible due to social distancing requirements; therefore, alternate methods need to be considered. These alternate methods may be unfamiliar to the practitioner and/or lack validation to use with confidence. This study offers a prospective guide to help practitioners make safe and valid test selection and interpretation decisions during a pandemic. Examples of assessments analyzed using this guide are provided for the reader. In addition, a case study is provided as an example.