Although early intensive behavior interventions have been efficient in producing positive behavior outcome in young children with Autism Spectrum Disorder, there is a considerable variety in the children's progress. Research has suggested that parental and treatment factors are likely to affect children's response to treatment. The purpose of the…

Class-wide interventions such as the Mystery Motivator are an easy and effective way to remediate problematic behavior in the classroom and increase the level of classroom management. Multiple procedural variations to the Mystery Motivator intervention have successfully changed student behavior, but a systematic comparison of two procedural…

This study examines the factor structure, reliability and validity of a novel school-based screening instrument for academic and disruptive behavior problems commonly experienced by children and adolescents with attention deficit hyperactivity disorder (ADHD). Participants included 39 classroom teachers from two public school districts in the…

The current study sought to understand the relation between diagnostic status (autism spectrum disorders [ASD] versus typically developing) and internalizing problems in children with and without co-occurring attention deficit hyperactivity disorder (ADHD) symptoms. Participants were 88 children, ages 3:0-6:11, their parents and teachers. Findings…

This synthesis paper summarizes research literature addressing challenging behaviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological…

Children with symptoms of oppositional-defiant and conduct disorders (ODD/CD) pose significant challenges within educational settings. The worldwide prevalence among 6-18 year olds is 3.3% for ODD and 3.2% for CD (Canino, Polanczyk, Bauermeister, Rohde, & Frick, 2010). Students with conduct problems often display aggressive and antisocial…

Campus behavioral intervention teams vary greatly from campus to campus, guided by their institution's mission statement, ensuring a safe, educational environment for all members of the campus community. Assessments and interventions of distressed students and students exhibiting disturbing behavior provide a unique opportunity to collaborate with…

Recent research indicates that children with challenging behavior often have underlying cognitive deficits. Despite this, rewards and consequences are usually the main tools used to try to address these behaviors. Collaborative Problem Solving (CPS) offers an alternative approach that aims to foster a positive adult-child relationship and build…

Truant youths are likely to engage in a number of problem behaviors, including sexual risky behaviors. As part of a National Institute on Drug Abuse (NIDA)-funded, prospective intervention project, a sample of truant youths' sexual risk behavior was tracked over five time points. Analyses of the data was informed by four objectives: (a) determine…

The transition to secondary school is considered difficult for children with autistic spectrum disorder (ASD), yet there has been little strength-based investigation of positive experiences of this population and the types of support they value most in managing anxiety about transition. The current article presents a qualitative exploration of the…

Objective: This article presents the Journey of Hope (JoH), a school-based intervention for children who have experienced a collective trauma such as a natural disaster. Through the use of group work, the JoH focuses on building coping skills and enhancing protective factors to help children recover. Method: This quasi-experimental research…

Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth…

Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217…

Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…