Research suggests that 10%-20% of preschoolers have emotional and behavioral problems that would place them at-risk for development of emotional and behavioral disorders (EBD). Preschool children who exhibit early onset of antisocial and externalizing problem behaviors require early social-behavioral interventions focused on social skills. A…

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…

PEERS® for Preschoolers (P4P) is a social skills group program for young autistic children and their caregivers, which provides everyday tools for interacting and communicating with others. Twenty-two caregiver-child dyads participated and completed pre-treatment, post-treatment, and follow-up measures (4-16 weeks after). Using single-subject…

Autism Spectrum Disorder (ASD) is a developmental disorder that impacts areas of social communication and social interaction. The prevalence of ASD has increased in the last ten years. Symptoms and behaviors include restrictive and repetitive movements, highly restricted and fixated interests, insistence on sameness, and hypo or hyper-reactivity.…

Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program is an evidence-based intervention intended to promote the social and emotional skills of children and to reduce the frequency of inappropriate types of behavior. This paper reports on its initial implementation in Portugal. The primary aim of this study is to…

Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time…

Disruptive classroom behavior produces a host of problems for students and teachers. The Good Behavior Game (GBG) is an effective procedure to reduce disruptive behavior. In this study, experimenters conducted the GBG in two preschool classes and demonstrated its effectiveness using a reversal design. Subsequently, experimenters systematically…

Antecedent exercise (AE) is an intervention used to promote moderate-to-vigorous physical activity and improve subsequent behavior in non-exercise contexts. We used withdrawal and multitreatment single case research designs to compare the effects of baseline, AE alone, and AE + visual supports condition. Two preschool-age boys participated in this…

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target…

Sleep problems are common in children with autism spectrum disorder. Although previous research has shown the positive effects of parent-based sleep intervention, it was mainly focused on face-to-face modality, which might limit accessibility. This study aimed to examine the efficacy of a telehealth-delivered parent-based sleep-focused…

Sleep problems are frequently reported by parents of children with autism spectrum disorder (ASD), with prevalence estimates of 44-83%. While it is important to address any underlying medical or psychiatric issues that contribute to sleep challenges, establishing good sleep hygiene is considered a good first step, which often includes establishing…

The Coping Power Program is an evidence-based intervention for children identified to be at risk for developing externalizing behavioral problems. The Coping Power Program has been adapted to universally prevent behavioral problems in school-aged children. This study sought to test the efficacy of this adaptation, the Coping Power Universal…

The Social-Emotional Prevention Program (SEP) is a multi-focused intervention combining universal and indicated intervention strategies delivered face-to-face and through the use of technology. The study's objectives were to assess comparatively SEP effectiveness as a function of preschoolers' baseline risk of externalizing problems and to…

It is important to support children's appropriate behaviors and social skills to extinguish problem behaviors at an early stage as much as possible. Therefore, researchers are in search of effective evidence-based interventions to deal with the problem behaviors of young children. The "Positive Behavioral Interventions and Supports (PBIS)…

We conducted a school-wide training for Japanese preschool teachers based on the behavioral and functional approach to children with problem behaviors. Twenty-five Japanese teachers at a kindergarten and nursery school participated in the program, attending six training sessions and four case-study meetings. The training sessions consisted of (a)…