Mental health research demonstrates that children with conduct problems (CP) and callous-unemotional (CU) traits differ in important ways from children with CP alone, including differences in primary caregiver attachment quality. This research suggests CU may also influence the quality of attachment between children with CP and their teachers.…

This article reports on the effectiveness of First Step to Success, a secondary-level intervention appropriate for students in early elementary school who experience moderate to severe behavior problems and are at risk for academic failure. The authors demonstrate the intervention's short-term effects on multiple behavioral and academic outcomes…

Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the "Check, Connect, and Expect" (CCE) program. The CCE program combined the essential intervention procedures of the "Check & Connect Program" and the "Behavior Education…

The goal of the three-tiered response-to-intervention (RtI) model is to catch students who are at risk early and to provide an appropriate level of intervention. Although RtI has been recommended for academic and social behavior, to date there has been little discussion about the differences associated with implementing RtI across these domains.…

A study investigated whether an academic or a social skills intervention would be more effective in increasing academic performance and social competence and in decreasing problem behavior of 53 first-graders. Academic, social, and behavioral outcomes measures were examined. None of the interaction terms was significant for any dependent variables…