This study was aimed to develop a scale to determine the problem behaviors of 3-6 aged preschool children. A systematic process was carried out during the development of the scale. A total of 305 preschool teachers filled in the scale development study. Based on the results of exploratory factor analysis (EFA), it was identified that the scale…

Self-injurious behaviors (SIB) are elevated in autism spectrum disorder (ASD) and related genetic disorders, but the genetic and biological mechanisms that contribute to SIB in ASD are poorly understood. This study examined rates and predictors of SIB in 112 individuals with disruptive mutations to ASD-risk genes. Current SIB were reported in 30%…

Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 3rd-grade students with and without mathematics difficulty (MD). Compared to students without MD, students with MD demonstrated higher rates of externalizing…

This quantitative study sought to determine relationships between third through fifth grade boys' and girls' perceptions of connectedness to their school community and between their behavioral outcomes. This study also sought to determine the effect of students' perceptions and gender on their numbers of discipline referrals incurred. Students'…

The results of this basic qualitative study explored the lived experiences of former students diagnosed with or at-risk for an Emotional Disturbance as they transitioned through the secondary setting. The purpose of this study was to uncover what contributed to within-school transition success in secondary settings for this population.…

A randomized, 13-weeks, placebo-controlled double-blind study in 125 subjects aged 2-17.5 years with Autism Spectrum Disorder or Smith-Magenis syndrome and insomnia demonstrated efficacy and safety of easily-swallowed prolonged-release melatonin mini-tablets (PedPRM; 2-5 mg) in improving sleep duration and onset. Treatment effects on child…

Problem behavior occurring during public outings can limit children's participation in these activities and can be disruptive for families. The current study included two children referred for the assessment and treatment of problem behaviors occurring during public outings. Clinic-based functional behavior assessments indicated problem behaviors…

In considering classroom management strategies, understanding the environmental factors related to available reinforcement and their effect on student behavior is crucial. When teachers or school staff have access to information related to student behavior function, it can be used to design and implement more effective behavioral intervention…

Behavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for…

Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010; Chaplain, 2008; Coronado, 2011; Paquette & Rieg, 2016; Rieg, Paquette, & Chen, 2007; Schlichte, Yssel, & Merbler, 2005; Vesely, Saklofske, &…

The Good Behavior Game (GBG) is a popular group contingency implemented to decrease disruptive behavior in classrooms. However, despite numerous replications of the GBG, there are few direct comparisons evaluating the effectiveness of specific components of the GBG. In the present study, we directly compared the type of feedback delivered during…

This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21…

School-wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students' academic and behavioral outcomes by targeting the school's organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers'…

Restraint and seclusion are crisis or emergency responses, which should only be used in extreme situations (e.g., a student engaging in repeated forceful physical aggression toward self or others) when risk of serious and imminent physical harm or injury is high and when an emergency response may reduce that risk. Restraint and seclusion are not…

This study explored the effects of School-Wide Positive Behavior Interventions and Supports (SWPBIS) on school suspensions and behavioral incidents for elementary and intermediate schools in Georgia implementing with fidelity by comparing results with a propensity score--matched comparison group of schools that never received SWPBIS training.…