The continued increase in the prevalence of autism spectrum disorder (ASD) has important implications for early childhood educational settings. The deficits and difficulties associated with ASD can pose challenges for the inclusion of children with this diagnosis within mainstream child care settings. Research primarily conducted within school…

Over the past few years, screen-based usage among children and youth has increased significantly, particularly among those with autism. Yet current screen time guidelines do not address the specific needs of autistic children and youth. Therefore, the objective of this study was to develop specific and clear guidelines and strategies that…

This study investigated whether support from teachers could serve as a protective factor and reduce disproportionality in problematic behavior. Data from the CILS4EU project on 14-year-old European students were used (N = 18,308). Students reported on their social background (parental resources, migrant background and adverse family risks),…

Behavior problems in children with autism spectrum disorder (ASD) may exacerbate parenting stress. Parenting self-efficacy and family resources may influence this association. We examined cross-sectional statistical mediation effects of parenting self-efficacy on the relationship between child behavior problems and parenting stress and…

For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational…

The primary purpose of conducting a structured interview as part of a functional behavior assessment (FBA) is to assist teams in generating a hypothesis about the reason for a student's problem behavior based on specific information. Although the use of an interview can be beneficial in identifying the function of a student's behavior, it often…

Educators frequently use social media platforms such as Pinterest and Teachers Pay Teachers for guidance on teaching. In this article, we explore reasons why these websites are popular with educators, consider their potential risks and benefits, and provide examples of resources provided on these sites. We recommend that educators first identify…

Behavior genetic methods are useful for examining mechanisms underlying the interaction between genetic and family environmental factors of internalizing problem behavior (INT). Previous twin studies, however, have shown little consistency in interaction patterns, depending on type and operationalization of measured environments. The aim of the…

Background: People with intellectual disabilities and behaviours that challenge others are living longer. This review aimed to explore what is known about the health and social care needs, experiences, service interventions and resources of and for this population as they transition to different care contexts in the UK. Method: A rapid scoping…

Parents of children with autism spectrum disorder (ASD) are often at greater risk of experiencing stress and lower quality of life, in comparison to parents of typically developing (TD) children and other developmental disabilities. Despite vast literature on parental experiences in Western countries, little is known about this topic in Eastern…

Comprehensive classroom management that promotes positive student behavior is necessary in secondary school. Techniques must be easy for teachers to manage across multiple class periods and be developmentally appropriate for older students. While previous literature has examined elements of classroom management in isolation, this study introduced…

The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…

Wealth inequality is at a historic high in the United States. Yet little is known about the implications of wealth on children's development because research has focused mainly on the role of wealth in shaping outcomes in adulthood. Using data from the National Longitudinal Survey of Youth (N = 8,095), we examine how family wealth relates to…

Autism spectrum disorder (ASD) is increasingly prevalent, intervention costs are high, and long-term outcomes are poor. Proactive implementation of evidence-based practices (EBPs; Steinbrenner et al., Evidence-Based Practices for Children, Youth, and Young Adults with Autism, 2020) through an assessment or planning process can lead to more…

This article investigates the influence of wealth, a frequently neglected aspect of the economic circumstances of families, on children's development. Using the UK Millennium Cohort Study, it explores whether parental wealth (net total wealth, net housing wealth, net financial wealth, and house value) is associated with children's cognitive…