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…

Purpose: Despite group-level improvements in active engagement and related outcomes, significant individual variability in response to early intervention exists. The purpose of this preliminary study was to examine the effects of a group-based Naturalistic Developmental Behavioral Intervention (NDBI) on active engagement among a heterogeneous…

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…

In the Spring of 2020, COVID-19 forced school buildings to close across the United States. As a result, many early learning programs and elementary schools moved their services online. Families of young children with challenging behaviors receiving complex educational and behavioral services in traditional brick-and-mortar classrooms were suddenly…

Therapeutic alliance and decreases in negative cognitions may play an important role in the outcomes of child trauma-focused cognitive behavioral therapy. However, understanding alliance from multiple perspectives (i.e., therapist, parent, and child) and if changes in negative cognitions differ by type of delivery is limited. The current study…

Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S.…

Younger siblings of autistic children are at a high likelihood (HL) of autism, language, and/or cognitive delays. Vocal complexity, a continuous measure of the developmental maturity of vocal communication, is facilitated by parent-child interaction and predicts language outcomes. This study examined whether parents' intervention fidelity to…

Now in a revised and updated second edition addressing the evolving needs of today's K-12 educators, this established classroom resource is written by leaders in positive behavioral interventions and supports (PBIS). Brandi Simonsen and Diane Myers provide a vital classroom management and behavior support toolkit with a primary focus on universal…

A brief, parent-led, transdiagnostic cognitive behavioral therapy (CBT) approach demonstrated utility among youth struggling with emotional problems during the COVID-19 pandemic. Homework completion between sessions is directly associated with psychotherapy treatment outcomes in non-parent-led CBT interventions. The present study sought to examine…

Background: Parent engagement in child-focused interventions is increasingly recognised as an important aspect of effective intervention delivery. While several fields have an emerging literature around parent engagement, no reviews currently exist which combine findings across allied health literatures. Objective: This review aimed to explore…

We used a multiple baseline across strategies design to determine the effect of technology-enhanced performance-based feedback on parent's use of preventive strategies to address children's challenging behaviors for two parent--child dyads. A father, mother, and each of their young children participated. We also measured associated child outcomes…

Objective: Many treatment engagement challenges are documented for adolescents with ADHD. Across contexts, helping professionals (i.e., therapists, prescribers, educators, coaches) might benefit from an engagement strategy toolbox to facilitate work with adolescents with ADHD and their families. Method: The current study describes the development…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework that aims to improve school environments and promote expected behaviors among students. SWPBIS primarily targets teachers' practices, and it is currently unclear how far it affects students' perceptions of these practices, even though such…

Autistic children often require support in various competencies during early childhood. Parents and practitioners must collaborate for optimal child outcomes. Previous research indicates that parent-mediated learning supports children's social communication, encourages parent-practitioner collaboration, and fosters parental feelings of support.…

Studies showed that children with Developmental Disabilities (DD) have communication and social difficulties; consequently, they are more likely to display disruptive behaviors. During daily interactions, disruptive behaviors can pose difficulties for individuals such as siblings, peers, parents, and educators. In KSA, parental involvement in…