Data testing the effectiveness of third-wave interventions to decrease college students' test anxiety is sparse. We conducted a randomized controlled trial with college students to examine whether an intervention using several DBT skills (DBT; Linehan, 2015a, 2015b) would decrease test anxiety. Participants (N = 48) were randomly assigned to one…

Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn…

Versions of cognitive behavioral therapy (Coping Cat, CC; Behavioral Interventions for Anxiety in Children with Autism, BIACA) have shown efficacy in treating anxiety among youth with autism spectrum disorder. Measures of efficacy have been primarily nomothetic symptom severity assessments. The current study examined idiographic coping outcomes in…

Background: People with learning disabilities experience bereavement in the same emotionally overwhelming way as the general population. The Dual-Process Model of grief is characterised by the oscillation between "Loss-Orientation" and "Restoration-Orientation." These processes involve experiencing and accepting the emotional…

Anxiety commonly co-occurs in children with autism spectrum disorder (ASD) and contributes to the difficulties students experience at school. Few school-based interventions demonstrate strong empirical data for successfully treating anxiety in children with ASD at school. The factors that are important to maximizing school-based intervention…

Coping Power (CP) is an evidence-based intervention that reduces externalizing behaviors in students who are identified as aggressive or disruptive. CP is based on a cognitive-behavioral model and involves child-focused group sessions and parent-focused sessions. A large body of research has demonstrated the effectiveness of CP, but to date there…

Background: Self-regulation is the ability to understand and manage one's behaviour and reactions. It leads to stress management, reducing anxiety and well-being of individuals with Autism Spectrum Disorder (ASD). The most prominent clinical and phenotype characteristics of autism are associated with social and behavioural communication, language…

Coping Cat-cognitive behavior therapy (CBT) is a 16-week program, which has been used widely and has proven its efficacy in helping children in overcoming anxiety disorders. This research study intends to explore its efficacy on Indian school children with high anxiety in Delhi. The study aims at qualitative assessment of the experience of…

Understanding how cognitive-behavioral therapy programs can be best implemented within the school environment is critical for ensuring that preventative mental health efforts reach all children and are most effective. The purpose of this study was to provide a qualitative analysis of students and school-based facilitators' perspectives of a…

Implementation planning is a consultative educator support strategy with preliminary evidence of effectiveness from single-case design research. This meta-analysis investigates the impacts of implementation planning on educator implementation and student outcomes and explores moderators of these relationships. Principles of open science and…

Given that autistic children are hospitalized at higher rates than neurotypical peers, it is important to understand the autism-specific preparedness of healthcare providers. Certified Child Life Specialists (CCLSs) play a crucial role in pediatric hospitalizations by providing socioemotional support and coping strategies. The present study…

The purpose of this study was to examine the perception of post-service educators' use of dialectical behavior therapy (DBT) skills with students experiencing emotional dysregulation in a day treatment school. This study extended previous research by examining the perceptions of teachers using DBT skills with students that are demonstrating…

When students misbehave, understanding the problem behind their actions can make all the difference in the effectiveness of teacher response. Teachers and students sometimes view the same behaviors differently. When students break school rules, teachers consider the behavior a problem. But for the student, that behavior is often a solution to some…

The purpose of this transcendental phenomenological study was to describe experiences of dialectical behavior therapy for special education teachers at a large, suburban school district in the Southeast United States. The theory guiding this study was Bandura's social cognitive theory (SCT), as it explains how new behaviors are learned and…

Little is known about OCD in people with learning disabilities (LD) in general and in terms of current and professional support. In this study, we examined caregivers' perceived challenges and strategies practiced in institutionalized settings in managing OCD in people with LD and derived implications for research and practice. We studied…