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Functional communication training (FCT) is a strategy to address problem behavior for students with various disabilities that is supported by a broad evidence base. Despite this support, multiple factors continue to dissuade educators from utilizing FCT in their classrooms. This article outlines the process of developing and implementing FCT plans through an efficient approach that includes essential components and tools to aid application while also highlighting potential pitfalls for practitioners to avoid.

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

Research has suggested that students from underserved and underrepresented backgrounds (e.g., students of color and those with disabilities) have received higher rates of exclusionary discipline (e.g., suspensions and expulsions) than their peers who are White and without disability. Various interventions have been implemented to address this issue; however, disproportional disciplinary practices remain an area of concern for school leaders and researchers. The current article posits an alternative approach to this issue through reframing how we think of education and exclusionary discipline. Addressing behavior through the lens of behavioral functioning allows for teachers and administrators to be able to better pinpoint "why" a student is engaging in a behavior that may lead to disciplinary infractions. This approach can help with disproportional disciplinary practices as determining behavioral functioning helps to drive effective intervention, which, when implemented with fidelity, should reduce the need to remove the student from class.

Students with and at risk for emotional and behavioral disorders (EBD) often have unidentified co-occurring language deficits, but few studies have evaluated communication-based interventions for this population. Functional communication training (FCT) teaches a communicative response (CR) as a replacement for problem behavior. FCT is an evidence-based practice for students with intellectual and developmental disabilities; however, preliminary literature searches revealed limited evidence to support its use for students without developmental delays. We hypothesized researchers may use similar practices but different terminology to teach and reinforce functionally equivalent CRs. Therefore, we replicated systematic search procedures from previous reviews of functional assessment--based interventions (FABI) for students with or at risk for EBD in school settings and mapped intervention strategies incorporating features of FCT. Results identified 113 published reports describing FABI for 243 students. Subsequent screening and coding procedures revealed 43 (38.05%) of the studies included a CR in interventions for 77 students. Additional analyses revealed antecedent and consequent procedures included in interventions for 58 students mirrored those used in FCT. That is, approximately one in four interventions developed for students with or at risk for EBD included key elements of FCT, despite few references to the term FCT in published reports.

Teachers report that students with emotional and behavioral disorders (EBD) present challenges that are among the greatest they face on a daily basis. Research, however, clearly shows that teachers routinely receive little or no training in how to effectively work with students with challenging behaviors. This is particularly frustrating when considering the advances that have been made in the effective treatment of misbehavior. This article summarizes the evolution of a science for students with EBD in the context of the following questions: (a) Who is the subject of the science? (b) What intervention strategies yield the best results? (c) When should practitioners intervene? (d) Where is the least restrictive environment for students with EBD? and (e) How can schools best manage and implement the various components of successful interventions? A discussion of predictions and concerns for the future is provided to end the article.

Teaching a skill within the highly controlled conditions of one setting and promoting the transfer of that skill to a less-structured setting may seem like an unattainable goal. Yet this is the challenge presented by many individualized education program (IEP) IEP objectives that involve generalization of a skill acquired in a resource room to be applied outside of the resource room. In fact, this is a challenge for any learning task where one environment is selected for initial skill acquisition with the expectation that the behavior occurs elsewhere. The ability to generalize skills across settings is essential at all stages of life for nearly every learned skill. Although generalization, or generality as it is sometimes called, is one of the most important outcomes of applied behavioral interventions (Cooper, Heron, & Heward, 2007), it frequently fails to occur naturally following initial intervention efforts. Programming for generalization is perhaps one of the most challenging tasks for behavior interventionists (Hayes, Rincover, & Solnick, 1980) because much of the behavioral process involved with generalization is unknown (Osnes & Lieblein, 2003). Although answers to the question "How does generalization happen?" remain elusive among the research community, increasingly, researchers have demonstrated positive generalization outcomes using strategies similar to those outlined in this article (Swan et al., 2015).

The use of extinction procedures or the discontinuation of reinforcement following a behavior targeted for reduction is often used to enhance the efficacy of behavioral interventions. Unfortunately, the application of extinction procedures is associated with several side effects that can produce potentially harmful and counterproductive outcomes. This article defines and describes extinction in practical terms for teachers and outlines recommendations for its use in educational settings.

A recently proposed low-diffusion equilibrium particle method based on the direct simulation Monte Carlo method is modified for use with near-equilibrium viscous flows involving a simple gas. A finite volume discretization of the viscous terms in the compressible Navier-Stokes equations is used to incorporate diffusive transport effects into the low-diffusion particle method, and a velocity slip and temperature jump wall boundary condition is employed for improved accuracy in the slip flow Knudsen number regime. The modified method is compared with both direct simulation Monte Carlo and theory for a series of unsteady boundary-layer problems, and excellent agreement is observed. Simulation procedures are outlined for a strongly coupled hybrid algorithm, in which the low-diffusion particle method is used in continuum flowfield regions and direct simulation Monte Carlo is employed in nonequilibrium regions. The hybrid scheme is evaluated through a comparison with numerical and experimental data for a flow of [N.sub.2] through a small convergent-divergent nozzle into a near vacuum, and hybrid simulation results are generally found to agree very well with other available data. DOI: 10.2514/1.40262

A simulation scheme is proposed for flowfield and radiation analysis of solid rocket exhaust plumes at high altitude. Several recently developed numerical procedures are used to determine properties of the gas and condensed phase [Al.sub.2][O.sub.3] particles, and spectrally resolved plume radiation calculations are performed using a Monte Carlo ray trace model. Simulations are run for a representative plume flow at 114 km, and a comparison is made with experimental measurements of ultraviolet radiance. A series of parametric studies involving simulations of this same flow are used to evaluate the influence of physical processes and input parameters related to gas-particle interaction, particle radiation, and the presence of soot.