Although evidence has suggested that social skills interventions yield social and symptom benefits for autistic children, significant variability in outcomes between studies has raised important questions regarding efficacy and moderators of intervention outcomes (i.e., which interventions yield positive effects and which autistic children are…

This study aimed to understand the process of change within Wilderness Therapy. It used grounded theory to explore development and change during the programme and relate this to theories of adolescence and engagement, particularly for adolescents in the care system. Data collected from interviews with 11 adolescents were analysed using…

In 2006, the administration of a state-run, secure juvenile correctional facility initiated an attempt to transform its institutional culture using a strength-based approach to assessment and case planning. This resulted in a rapid improvement in institutional climate. The current study revisits this setting several years later to see if those…

Matson and Nebel-Schwalm (Research in Developmental Disabilities 28(4) 341-352, 2007) conducted an overview of comorbid psychopathology with autism spectrum disorder (ASD) in children. The purpose of the current paper is to expand on Matson and Nebel-Schwalm (Research in Developmental Disabilities 28(4) 341-352, 2007) by discussing the…

Group counseling has been highlighted as one effective intervention for at-risk students, yet debate remains as to the comparable efficacy of traditional interventions versus thematic interventions. This study compared two psychosocial educational programs, the PEGS and ARK Programs, designed to help elementary school students with social skills…

The importance of developing positive, reciprocal interaction has been well documented. If affective education for young handicapped children is to become a reality, additional research is necessary to identify those response patterns that set the occasion for positive reciprocal interaction. (Author)

A longitudinal investigation focused on the etiology of psychiatric and behavioral disorders in a sample of 190 children at risk for developmental problems. Data collection began during pregnancy and included assessments of: (1) parental personality, intelligence, and parenting attitudes; (2) parent-child interaction and relationship quality; (3)…

Examined contributions of different risk factors to predicting children's psychological and academic outcomes at end of first grade. Found that each analysis level contributed to prediction of most outcomes; 18 to 29% of outcome variance was predicted; a common set of predictors predicted numerous outcomes; ethnicity showed little unique…

A curriculum used over a 3-year period in statewide training programs for residential child care workers is organized and described according to 11 training modules. The modules focus on increasing the self-awareness of the human service professional and on presenting basic facts about human development, procedures for assessment and planning, and…

Written primarily for teachers who are expected or willing to invest significantly in the socialization role along with their other teaching roles, this report describes results of a classroom strategy study of how elementary school teachers cope with problem students. The report is divided into six parts. Part 1 discusses general principles and…

Determining whether one's child is just "going through a phase," is just a bit quirky but developing normally, or is in need of professional help can be a complex and confusing process for parents. This book provides parents and caregivers with practical information to differentiate normal and problematic child development, offers tips…

This longitudinal study used repeated measures analysis of variance (RM ANOVA) and latent growth curve modeling to examine behavior change in 228 elementary school students over grades 1, 2, and 3 who varied in risk status. Of particular interest were the developmental trajectories for behaviors along four dimensions as rated yearly by teachers on…