Shared trauma can contribute to anxiety, fear, sadness, and lack of engagement among learners leading to poor school attendance and diminished positive relationships. Therefore, it is incumbent on schools to design a supportive learning environment during experiences of shared trauma. The descriptive study presented illustrates a supportive…

This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review…

This manuscript describes a major revision and update of the First Step to Success Early Intervention Program, now called First Step Next. The original First Step Program was published in 1997 and the revised, updated version was published in 2015 (Walker et al.). First Step Next is a collaborative, Tier II school- and family-supported early…

This study evaluated teachers' use of universal Program-Wide Positive Behavior Support (PW-PBS) practices at a class-wide level, the rate of disruptive behavior, and the level of academic engagement in Singapore preschool general education classrooms. Evaluation was carried out in 32 classrooms using mainly direct observational methods. Findings…

The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…

Addressing the surge in mental health and social and emotional needs of students and staff will be critical in the upcoming years. The increased understanding of the prevalence of adverse childhood experiences (ACEs) and trauma, and their negative effects on the social, emotional, and academic success of students, has propelled a growing number of…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

The Good Behaviour Game (GBG) is one of the most popular behaviour management systems for primary-aged children. It has an extensive evidence base supporting its use. The GBG itself can be described as an "interdependent group-oriented contingency management procedure." A major efficacy trial of the GBG in England was conducted that…

Stop Now And Plan (SNAP®) is an empirically supported cognitive behavioural program for children identified as presenting with externalizing problems. The purpose of this investigation was to examine the implementation of the SNAP® for Schools program as a universal prevention program for children not identified as presenting with internalizing or…

This study expands on prior work investigating the transferability of parent-child interaction therapy, an efficacious treatment program targeting parents of children with disruptive behavior problems, for use as a universal preventive intervention targeting classroom teachers. Using a case study design, Teacher-Child Interaction Training (TCIT)…

Deficits in self-regulatory skills underlie or contribute to a range of adverse developmental problems and disorders, including ADHD (Barkley, 1997), eating disorders (Attie & Brooks-Gunn, 1995) and risk -taking behaviour (Cantor & Sanderson 1998; Eisenberg et al., 2005). Self-regulation has been recognised as an important factor in aiding…

The Good Behavior Game (GBG) has been demonstrated to reduce disruptive student behavior during implementation. The effects of playing the GBG on disruption immediately before and after the GBG are unknown. The current study evaluated the effects of the GBG on disruption in 5 kindergarten classes immediately before, during, and after GBG…

The purpose of this paper is to describe the implementation of an evidence-based treatment, the Incredible Years® (IY) Small Group Dina Dinosaur Treatment program, as delivered in elementary schools to address the needs of children in kindergarten through second grade with self-regulation difficulties. Adaptations for school-based delivery of 17…

The current study investigated the effectiveness of the Quiet Classroom Game, an interdependent group contingency using an iPad loaded with a decibel meter app, for increasing academically engaged behavior. Three first-grade classrooms in the southeastern United States, identified as displaying high levels of noise and disruptive behavior, were…