Objective: Reports estimate at least one child in every general education classroom in the U.S. has ADHD. Thus, teachers should enter the classroom with an accurate working knowledge of ADHD and the skills to respond effectively to support the development of these students. The present study tested the following research questions (RQs): (RQ1) How…

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…

Background: There is growing interest in research understanding the individual-specific predictors of child callous-unemotional (CU) traits, particularly in early childhood. Objective: This study reviewed evidence from studies that investigated the relationship between early child temperament factors (between 0 and 3 years) and CU traits in…

While research suggests that social emotional competencies (SECs) influence students' disciplinary outcomes, less is known of their potential to explain racial disparities or grade level differences in those outcomes. This study used survey and administrative data from 30,494 students in grades 3-12 to examine the degree to which SECs were related…

It is well-known that children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disorder (SLD) often exhibit behavioural and emotional problems. However, little is known about how these problems compare between the two groups of children. This study sought to fill this gap in knowledge by comparing the executive functions…

We examined the relations of restricted and repetitive behaviors (RRB; insistence on sameness, repetitive sensory-motor, self-injurious behavior) to social skills overall and aspects that comprise social skills as measured by the VABS-II (coping skills, play/leisure time, interpersonal relationships) in 24- (n = 63) and 36-month old (n = 35),…

Parents offer unique information and are recognized as the main informants about children's social emotional functioning across time and situations. Inter-parental agreement was analysed with 100 preschoolers (M[subscript age] = 54.94 months) being rated independently by their mothers and fathers, using the Portuguese version of the Preschool and…

Classroom management is one the most pressing problems that teachers face--and studies show that the challenges are only increasing. If student behavior is not managed successfully, the learning environment may become so chaotic, unstructured, and ineffective that teachers cannot teach and students cannot learn. "The Big Book of Behavior…

Parental reflective functioning (PRF) is considered to be a key factor in the development of emotion regulation in children, which in turn plays an important role in their psychosocial functioning. This study aimed to explore the mediating role of children's emotion regulation in the relationship between parental reflective functioning and…

Although autism spectrum disorder (ASD) is a heterogeneous disorder, recently more homogeneous phenotypic subgroups, which still lack evidence, have been identified. Our goal is to describe and analyse different behavioural profiles of ASD, in social communication and interaction (SCI) and restricted and repetitive behaviours and interests…

The Social Skills Improvement System-Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been…

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…

Improving the development of the social, emotional, and physical domains during early childhood impacts the overall trajectory of a child's well-being. However, researchers often address these independently, leaving a gap for a more integrated approach to promoting development. This study explores the effects of a dual-component intervention on…

Research Findings: In the present study, we investigated the roles of children's social competence and immigrant background in the prediction of the quality of children's relationships with peers and teachers and school adjustment. Participants were N = 212 children (M[subscript age] = 58.32 months, SD = 10.72; n = 98 with an immigrant background)…