This study examined the effectiveness of a precorrection intervention on teacher and student behavior. Children and teachers were recruited from an early childhood center in a Midwestern city to participate in this study focused on explicitly teaching behavioral expectations. Using a multiple probe design across three children, the impact of…

An increasing number of preschool children exhibit challenging behavior in the classroom. Children enrolled in Head Start are particularly at risk for emotional and behavioral disorders due to numerous risk factors they face. Unfortunately, some preschool teachers are ill-equipped to manage the challenging behaviors that preschool children…

Acceptance and commitment therapy (ACT) is a modern form of cognitive behavior therapy that uses acceptance and mindfulness-based procedures to address clinical issues. A brief protocol of ACT was used with 3 children ages 10 and 11 years who were diagnosed with obsessive compulsive disorder (OCD). Results showed notable and clinically significant…

Activity schedules, guided compliance, and differential reinforcement are often used to reduce transition-related problem behavior in children with autism. One potential way to increase the effectiveness of these procedures when transitioning children from preferred to nonpreferred activities is to alter the motivating operations for…

When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by…

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high-functioning autism spectrum disorders (HFASD) in a…

This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each…

A number of evidence-based, cognitive-behavioral interventions have been developed that are appropriate for use with children and adolescents in school settings. Despite the potential for these interventions to prevent or ameliorate a number of child and adolescent mental health problems, their use in schools remains low. Literature related to…

It is clear that exposure to traumatic events is not uncommon in childhood and adolescence, and psychologists working in schools should have some training in meeting the needs of this segment of the population. One intervention that has been empirically supported in the trauma field is Trauma-Focused Cognitive Behavior Therapy (TF-CBT). This…

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school-based prevention and intervention programs by systematically reviewing the key treatment interventions…

Children with high levels of aggressive behavior and conduct problems create major management problems in school settings and interfere with the learning environment of their classmates and with their own academic achievement. A contextual social-cognitive model can provide a framework for understanding risk factors involved in the development and…

Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing problem behavior than time-out procedures. Three case studies are presented in which the paradoxical strategies have varying degrees of success. (Author/ABB)

Presents a critical review of the studies that have applied behavioral techniques in the treatment of school phobia. Notes the conspicuous absences of any studies designed to assess either the relative efficacy of behavior therapy in comparison to other types of therapy or the different effects of various behavioral treatments. (JAC)

An empirically developed infant and preschool reinforcement survey was completed by 35 parents and 21 children. Test-retest coefficients were computed on these data after a one-week interval. The development of the survey, as well as its usefulness for school psychologists, is described. Survey is appended. (Author)

Increased sharing behavior of preschoolers (N=6) by exposing group to: (1) books with themes on sharing, (2) a puppet presentation of book characters modeling sharing behavior, and (3) child use of puppets to portray book character sharing behavior. Found combined bibliotherapy and puppetry increased preschooler sharing behavior. (Author/CM)