It is widely assumed that (1) children with challenging behavior may lack the social-emotional skills to be successful in classroom settings and (2) instruction in social-emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social-emotional skills…

This meta-analytic review examined the effectiveness of the interventions for promoting adolescents' prosocial behavior, and aimed to explain variability in the effectiveness. Thirty-three studies that used interventions for prosociality targeting adolescents and compared with a control group or had a pre-post comparison were included in the…

This brief describes how educators use a function-based approach to (a) prevent contextually inappropriate behaviors and (b) teach and encourage social, emotional, and behavioral skills throughout the PBIS continuum of support. In addition, this brief highlights critical features of effective functional behavioral assessment (FBA) and behavior…

Extensive literature on school misbehavior has largely focused on teachers' perceptions of the most frequent and troublesome classroom behaviors and the most commonly used strategies to manage them. Students' perspectives on this topic have received comparatively little attention and most of the few existing studies were conducted with secondary…

Children with autism spectrum disorder (ASD) have been shown to benefit from parent-implemented interventions (PIIs). This meta-analysis improved on prior reviews of PIIs by evaluating RCTs and multiple potential moderators, including indicators of research quality. Fifty-one effect sizes averaged moderately strong overall benefits of PIIs (g =…

This study aims to examine Child-Centered Play Therapy's effect on reducing behavioral problems in five- and six-year-old children living in Istanbul. The study was conducted with 20 children from socioeconomically disadvantaged families. Families applied for support to a play therapy room established in a primary school. A pre-test and post-test…

This triple-arm, double-blind, randomized clinical trial investigated the effect of multisession prefrontal transcranial direct current stimulation (tDCS) on social functioning in individuals with autism spectrum disorder (ASD). A total of 105 individuals (age 14-21 years) diagnosed with ASD were randomized into the active-tDCS, sham-tDCS, and…

Parents of children diagnosed with autism spectrum disorder (ASD) report higher levels of stress than parents of typically developing children. Few studies have examined factors associated with parental stress in early childhood. Even fewer have investigated the simultaneous influence of sociodemographic, clinical, and developmental variables on…

Because there are immediate and long-term implications when preschool children exhibit challenging behavior in the classroom, it is crucial to prevent and address challenging behavior as early as possible. Social and emotional teaching strategies have been shown to reduce challenging behavior of preschoolers and increase social and emotional…

Research indicates that students with emotional and behavioral disorders (EBD) may engage in severe disruptions and off-task behaviors in the classroom setting that adversely impact the learning environment. This leads to many students identified as having EBD being placed in alternative education settings, such as restrictive schools or…

A growing body of research has documented a link between variation in implementation dosage and outcomes associated with preventive interventions. Complier Average Causal Effect (CACE; Jo, 2002) analysis allows for estimating program impacts in light of variation in implementation. This study reports intent-to-treat (ITT) and CACE findings from a…

With the increasing prevalence of mental health issues among children, there is a growing need to implement school-based preventive programs for emotional well-being in Malaysia. Super Skills for Life (SSL) is a transdiagnostic preventive program designed based on the cognitive-behavioral therapy concept to address emotional problems among…

Check in-check out (CICO) is a widely used and studied behavioural intervention. Although CICO is an effective way to support pupils' behaviour in a school context, not all pupils benefit from basic CICO. A single-case experimental study was designed to evaluate the effects of CICO Plus support (CICO Plus) for participants whose behaviour was…

Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based…

School psychologists are expected to engage in crisis-related work in the school setting and to participate on crisis teams. Research has indicated that school psychologists are meeting this charge and are involved in crisis planning, prevention, and intervention. However, most of the research examining the role of the school psychologist in…