Children with significant behavior problems are at risk for poor school adaptation and a host of deleterious school outcomes. Given the time children spend in school, there is a need to better understand the normative contexts and processes within schools that may enhance the positive adaptation of children with significant behavior problems. This study evaluated one such context, the teacher-student relationship, specifically, the degree of closeness and conflict in the relationship, between urban, American elementary schoolchildren with significant externalizing or internalizing behavior problems and their teachers. The results suggest that the qualities of the teacher-student relationship predict children's successful school adjustment. Having a relationship with a teacher characterized by warmth, trust, and low degrees of conflict was associated with positive school outcomes. Some moderation effects were noted, including differential effects for warmth on the reading achievement of children with externalizing distress, and conflict on the school adaptation of children with internalizing problems. Results are discussed in light of theory and school-based intervention and prevention efforts.

Although more students with disabilities are attending college than ever before (Dukes & Shaw, 1999; Henderson, 2001), they are much less likely to graduate from college than their peers without disabilities (Horn & Bobbitt, 1999; National Council on Disability, 2003). This lower graduation rate for young adults with disabilities is of great concern given that there is a growing demand for a highly educated workforce and a corresponding decrease in jobs available to those who are not college educated (Kazis et al., 2007). One practice that may facilitate the learning of students with disabilities in postsecondary educational environments is the provision of accommodations. Accommodations are changes in the presentation of instructional or testing materials, changes in (how) students are expected to respond to instructional or testing materials, changes in the scheduling of instruction and/or testing, and changes to the setting in which materials are presented (Thurlow, Ysseldyke, & Silverstein, 1995). Although research directly linking accommodations with success in college among students with disabilities is currently limited, research does suggest that providing accommodations in other educational settings has promoted the inclusion of students with disabilities in general education activities (Olson & Goldstein, 1996; Sireci, Scarpati, & Li, 2005). Rules and procedures for determining which accommodations a student should receive vary considerably from secondary to postsecondary settings. In high school settings, the Individuals With Disabilities Education Improvement Act (IDEA; 2004) and Section 504 of the Rehabilitation Act (1973) mandated the provision of accommodations for students with disabilities. In particular, these laws require that students with suspected disabilities be evaluated (although criteria for identification differ depending on the law), and if a student is determined to have a disability and needs special education and related services, then the school must provide a "free and appropriate public education." Under IDEA (2004), students with disabilities must be provided with accommodations that are deemed appropriate by the Individualized Education Program (IEP) team. The IEP must contain "a statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments" (34 C.F.R. § 300.322). Under Section 504 of the Rehabilitation Act, schools are 415098C DE34310.

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Video modeling involves the learner viewing videos of a model demonstrating a target skill. According to the National Professional Development Center on Autism Spectrum Disorders (2011), video modeling is an evidenced-based intervention for individuals with Autism Spectrum Disorder (ASD) in elementary through middle school. Little research exists evaluating video modeling for individuals with ASD in high school. This study examined the effectiveness of video modeling to facilitate the development of word recognition and pronunciation in three male high school students with ASD. A single-case multiple baseline experimental design across participants (i.e. video modeling sequentially implemented across three students) was used to evaluate the effectiveness of video modeling. Results indicate that video modeling was effective in facilitating word recognition and pronunciation. Findings suggest that video modeling may be a viable intervention to foster the reading development of adolescents with ASD.