The present study examined teachers' domain-specific self-efficacy (TSE) in relation to individual students with a variety of social-emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students' externalizing, internalizing, and prosocial behaviors as…

For years, the assumption has been that stereotypical behaviors functioned only to provide sensory or automatic reinforcement. However, these behaviors also may serve social functions. Given the unsettled debate, functional behavior assessment and functional analysis can be used to identify the exact function of stereotypical behavior and design…

Angelman syndrome is a neurogenetic disorder characterized by intellectual and developmental disability. Common behavioral characteristics of this disorder include a heightened interest in social interactions and frequent bids to initiate interaction. These bids can be problematic, for instance, when a child attempts to hug strangers in public…

This paper outlines a programme "Safe and Social" that has been implemented with adults with intellectual disability across multiple contexts in a service based in Ireland. The emphasis within the programme is on providing service users and staff with a framework and the necessary language to discuss social behaviours and boundaries,…

A need exists for intervention strategies that are both effective in reducing challenging behaviors and practical for use by typical practitioners of early childhood care and education. In this article, we describe a model, "Prevent-Teach-Reinforce for Young Children," which is based on extensive research and includes features designed…

This study examined whether style or intensity of child-focused intervention had a secondary effect on parental sense of efficacy and whether these effects varied by baseline level of parent stress. We randomized 87 children with autism, age 13-30 months, into one of four conditions: 15 versus 25 intervention hours crossed with 12 months of Early…

Objective: In this systematic review and meta-analysis, we aimed to quantify the effects of text messaging interventions to reduce depressive symptoms and identify variables that might influence the effectiveness of the intervention. Design: Electronic databases including EMBASE, CENTRAL, MEDLINE, CINAHL, PsycINFO and SCOPUS, as well as…

As the adults battle the COVID-19 pandemic's effects, children are also dealing with its fallout. In addition to the health effects, since March 2020, the pandemic has caused long-term school closure, which forced school-aged youth to deal with the stress of social isolation; moreover, since youth have returned to school, there has been an uptick…

Youth with autism spectrum disorder (ASD) have poor post-secondary outcomes, including those with high-functioning ASD (HFASD), who do not have intellectual disability. Special education services for youth with HFASD often focus on academic outcomes rather than preparing students for negotiating other aspects of adult life. This scoping review…

Background: Cognitive behavioural therapy (CBT) is being increasingly adapted for use with people who have an intellectual disability. However, it remains unclear whether inherent cognitive deficits that are present in adults who have an intellectual disability preclude the use of cognitive-based therapies. This review aims to systematically…

The Scientist Practitioner model is a universal approach towards the education and preparation of doctoral students in psychology in general and behavior analysis in particular. Components of such an approach include a grounding in an empirical and scientific worldview, an investigatory approach towards the study of human behavior, training in…

Autism Spectrum Disorder (ASD) is a pervasive developmental disorder in which individuals experience deficits in communication, restricted, repetitive patterns of behavior, as well as social interaction and reciprocity (American Psychiatric Association, 2013). For adolescents with autism, anxiety often interferes with these symptoms making them…

When teachers wonder "What should I do?" in response to challenging student behaviors, the answers are not as simple as they might seem. What teachers can do also depends, at least in part, on external demands (e.g., discipline codes, principal expectations, time pressures on teaching content and testing) that can either facilitate or…

The presented challenge in education revolves around the effective utilization of differentiated and individualized instruction by special education teachers, aiming to address the unique needs of students with learning disabilities. This study's purpose was to identify ways to use these instructional methods to develop methods that create better…

Up to 80% of children diagnosed with ADHD have symptoms that persist into adulthood (Barkley et al., 2007), and up to 8% of college students report having the disorder (DuPaul et al., 2009). COVID-19 has exacerbated ADHD-related difficulties with concentration, academic performance, and emotional distress (Breaux et al., 2021; Pollak et al.,…