Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and…

Reflecting an overall policy shift in Oregon and nationwide, Oregon passed laws in 2013 and 2015 aimed at changing the way school discipline is applied in grades K-12. The 2013 legislation directed districts to replace zero-tolerance policies with an emphasis on preventing and reducing unnecessary student suspensions and expulsions. Suspensions…

Background: Epilepsy and challenging behaviour are both highly prevalent in the intellectual disability (ID) population and it is thus crucial to understand any possible associations between the two. Method: PsycINFO, MEDLINE, Embase, CINAHL and Web of Science were searched for quantitative data about epilepsy and any forms of challenging…

Research has shown that students who are healthier and have access to opportunities for physical activity may achieve improved academic achievement. However, challenges with classroom and behavior management can be disruptive to learning opportunities in physical education classes. A combination of a comprehensive school physical activity program…

This article presents the Multi-tiered Systems of Support (MTSS) as a framework Catholic schools can utilize to provide a more equitable and inclusive learning environment for all students. In an effort to advocate for the effectiveness of this framework in the Catholic school setting, the authors define the framework, its key features, and the…

This article explicitly addresses the correlation between communication and behavior, and describes how to provide intervention addressing these two overlapping domains using an intervention called functional communication training (FCT; E. G. Carr & Durand, 1985) in individuals with ASD. A step-by-step process is outlined with supporting…

This postscript describes studies which address teachers' personal and professional characteristics, teacher-student relationships and students' social and emotional skills, in an attempt to investigate potential predictors of students' emotional and behavioral difficulties. Based on preschool, primary and secondary teachers and students'…

Adverse childhood experiences (ACEs) are a common and pervasive problem. There is a positive correlation between ACEs and difficulties across the lifespan. Unlike healthy forms of stress, ACEs have a detrimental impact on the developing brain. There are three types of trauma: acute, chronic, and complex. Most ACEs are considered complex trauma,…

In the United States, bipolar disorder is an increasingly common diagnosis in children, and these children can present with severe behavior problems and emotionality. Many studies have documented the frequent coexistence of behavior disorders and speech-language disorders. Like other children with behavior disorders, children with bipolar disorder…

Dealing with the behavioral problems of students is one of many dimensions of most educators' and schools' requirements. While research has repeatedly shown that a large number of children with behavior problems have underlying, unrecognized language difficulties, few schools have implemented programs where children with problem behavior are…

The relationship between non-suicidal self-injury (NSSI) and suicidal behavior is complex and often difficult to untangle. While most self-injurers never exhibit suicidality, there is evidence of a correlation between suicidality and NSSI, and a clear overlap of risk between the two behaviors. Therefore, it is important to both prevention and…

The phenotypic and etiologic relation between internalizing and autistic-like traits is studied using a community-based twin sample. Internalizing and autistic-like traits showed moderate phenotypic overlap but have specific genetic influences.

It is recognised increasingly that a large proportion of students in social, emotional and behavioural difficulties (SEBD) settings have speech and language difficulties (SLD). It is therefore important for school administrators and teachers to understand the links between language and behaviour. This article provides teachers with theoretical…

Childhood internalizing problems may occur as early as preschool, tend to be stable over time, and undermine social and academic functioning. Parent emotion regulatory behaviors may contribute to child internalizing problems and may be especially important during the preschool years when parents model emotion coping and regulation for their…

Behavior problems and parental expectations and practices were studied in a sample of 58 toddlers with developmental disabilities who were consecutively referred to a mental health clinic. The majority of children (70.7%) exceeded the clinical cut-off score for significant behavior problems including tantrums, aggression, defiance, and…