Introduction: Crisis intervention aims to prevent hospital admissions by providing rapid assessment and intensive support in the community. Interest is growing in the potential of crisis care for people with intellectual disabilities who often have co-occurring psychiatric disorders and challenging behaviors. They are at high risk for admission to…

Prior studies on treatment relapse have typically examined the prevalence of resurgence or renewal of target behavior (e.g., destructive behavior) in isolation. This study analyzed both types of relapse during 25 consecutive treatments involving functional communication training during worsening reinforcement conditions for alternative behavior…

Outcomes of students with emotional and behavioral disorders (EBD) have failed to meet the standards of educators and educational researchers. For several decades, such students have had worse academic and postsecondary outcomes than any other student population. This has led to emphasis on implementation of evidence-based practices to combat the…

Although function-based treatments have been proven to decrease challenging behavior, it is unclear whether these results translate to socially significant outcomes. In fact, researchers rarely analyze what happens outside the highly controlled setting in which behavior analytic sessions typically occur. In our first study, we used a changing…

Inappropriate mealtime behavior (IMB) is a type of feeding challenge within the broader class of food refusal. The purpose of this study was to critically analyze the efficacy of interventions for the treatment of IMB through a meta-analysis of research using single-case experimental designs. We examined the extent to which different interventions…

School Psychologists regularly conduct Functional Behavior Assessment (FBA), though, most FBA are completed using indirect procedures, which are inadequate for creating function-based interventions relative to experimental measures, such as functional analysis (FA). However, traditional FA may be considered arduous in the school setting.…

Individuals with autism spectrum disorder (ASD) can experience difficulties functioning in society due to social communication deficits and restrictive and repetitive behaviors. Music therapy has been suggested as a potential intervention used to improve these deficits in ASD. The current systematic literature review focuses on two methods of…

Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…

Students with emotional and behavioral disorders often need behavioral supports to facilitate their success in the classroom. One commonly used intervention involves taking brief breaks at targeted times during the day to return to the classroom better prepared for participation. However, research is limited on what should happen while a student…

Gaming addiction is a behavioural disorder that requires clinical therapy because of its symptoms, which often overwhelm children's sense of self-control. However, the credibility of the screening test for gaming addiction is contentious in the literature, resulting in some ambiguous distinctions between excessive video gaming and the disorder.…

The practice of serving students with emotional and behavioral challenges in the United States has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (EBD) have identified a range of empirically supported interventions to improve outcomes for students with EBD. This study sought…

Students with emotional or behavioral disorders (EBD) often display externalizing behaviors (e.g., aggression and defiance) and experience internalizing symptoms (e.g., anxiety and depression). When left untreated, these difficulties can result in negative outcomes for students in school and beyond. Cognitive-behavioral interventions (CBIs) offer…

Neurodiverse children in day treatment programs often experience behavioral challenges that limit their opportunities to engage in recreational physical activities. These activities are important for physical health and aid in developing motor and socio-emotional skills. The present study used an explanatory sequential mixed methods design to…

Home-school partnerships between teachers and caregivers of students with or at risk of emotional/behavioral disorders (EBD) are critical to support positive student outcomes. Yet, effective home-school partnerships may be particularly challenging to foster for students with or at risk of EBD, and little is known about how teachers and caregivers…

Youths' experiences in seeking and accessing help for mental health problems can have pervasive and lasting effects on personal and interpersonal functioning. In particular, youth who experience validating experiences presumably persevere in seeking help and generally have positive treatment outcomes, whereas youth who experience invalidation are…