Decades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the "Inclusive Skill-Building Learning Approach" (ISLA), an instructional…

The current study examined (1) if the Strengths and Difficulties Questionnaire (SDQ) would yield alternative factor structures related to either symptoms or strengths with early adolescent students when an exploratory factor analysis (EFA) is used; (2) which scales best predicted suspensions of typically developing early adolescents; and (3) what…

School-wide positive behavior support (SWPBS) focuses on promoting social competence through the establishment of behavior expectations that are explicitly taught and reinforced by all teachers across all settings. This study investigated the validity of using adherence to SWPBS behavior expectations as a screening tool for predicting behavior…

The present study explores the extent to which maternal attachment and teacher--student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD),…

This study investigated the social, emotional and mental wellbeing predictors of bullying victimisation and perpetration for boarding students following the transition from primary school to secondary boarding school. Longitudinal data on 76 male and 74 female boarding students in Grades 7, 8 and 9 was used from a larger longitudinal study of…

Although there is literature supporting the effectiveness of tertiary behavioral supports, the majority of the studies have been conducted with single-subject designs. The Prevent-Teach-Reinforce (PTR) model is a standardized model of a school-based tertiary intervention. This study reports initial results from a randomized controlled trial to…

The unique contributions of peer acceptance, friendship, and victimization to adjustment were examined. How these relational systems moderate the influence of one another to influence adjustment was also investigated. Friendship quality, a unique aspect of friendship, was expected to be especially important for adjustment when other relational…

This study demonstrates the efficacy of Equine Assisted Counseling (EAC) by comparing EAC to classroom-based counseling. Students (n = 164) identified as being at high risk for academic and/or social failure participated in 12 weekly counseling sessions. Within-group paired sample t-test results comparing pre- and post-treatment scores for…

The author shares a story about the positive power of nature in the lives of children, particularly those children who are at-risk for school failure. The setting for the story is the Central Child Development Center (CCDC) in Rock Hill, South Carolina, a public preschool with four-year-old kindergarten students (4K) and preschoolers with special…