This article seeks to demonstrate the effectiveness of an age-specific, manualized self-regulation treatment approach, Self-Regulation Training System (SRTS). SRTS interventions were implemented through waitlist control design over a span of two months to students in fourth grade classes from eight different elementary schools in the Midwestern…

Background: Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally…

This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level.…

This study investigated risk factors for school absenteeism in a sample of 983 children in elementary and lower secondary schools in Denmark, using administrative data on absenteeism measured in the year following risk factor measurement. Risk factors were measured by survey (children and teachers) and register data. Two methods of determining…

Clarity of school rules and teachers' use of praise are strategies suggested to facilitate a positive classroom climate. Studies indicate difficulties for teachers to use such approaches in classrooms with higher levels of disruption. To study (1) if student-rated clarity of school rules, use of praise, and classroom climate differ between…

The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience high levels of social challenge in terms of the quality of their written assignment, as well as the frequency and sequential pattern of their cognitive, metacognitive, relational,…

Managing classroom behavior is an important prerequisite to effective teaching and a salient need in alternative schools. Unfortunately, students from these schools are often underrepresented in the intervention literature. The primary aim of this study was to compare the effectiveness of two different theoretical approaches to classroom…

Background: Students who do not acquire social and emotional skills are at risk for a range of negative outcomes that include emotional and behavioral disabilities, lower school achievement and school failure, peer rejection, substance abuse, and school dropout (Downer & Pianta, 2006; Riggs et al., 2006 Quinn & Poirier, 2004). Tools for…

Growing up in poverty increases youth risk for developing aggressive behavior problems which, in turn, are associated with a host of problematic outcomes, including school drop-out, substance use, mental health problems, and delinquency. In part, this may be due to exposure to adverse school contexts that create socialization influences supporting…

This study examined coping strategies as mediators of the relationship between parental emotion socialization and internalizing problems in late adolescence and emerging adulthood, and whether these relationships varied by gender or ethnicity. Participants were 1,087 individuals (M[subscript age]?=?19.35 years; 50% male; 61% African American, 36%…

Acting out behaviors is a hindrance to learning across the country. The school-wide positive behavior support (SWPBS) model is a behaviorally-based systems approach to addressing problem behaviors in our school today. The problem this study is designed to address is the issue that student misbehaviors and disruptions cause a loss of valuable…

Using secondary analysis, the author examined outcomes of academics, attendance, and discipline problems for 999 students placed in disciplinary alternative education programs (DAEPs) during the 2005-06 academic school year utilizing the Boys Town Educational Model as the intervention. Surprisingly, academic averages decreased, average attendance…

This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n =…

In this comparative study, students from inclusive schools in Canada and Saudi Arabia shared their beliefs about factors associated with learning difficulties. Qualitative data were collected through interviews with 36 Canadian and 62 Saudi elementary students in Grades 5 and 6. Thematic analysis uncovered six themes: lack of knowledge,…

This study examines whether the self-concepts, social skills, problem behaviors, and loneliness levels of students with special educational needs (SEN) in inclusive elementary classrooms differ from those of students without special educational needs (non-SEN). This study also aimed to identify the roles of self-concept, social skills, and problem…