A family systems approach is required to identify the needs of families of children with autism. This paper explores how grandparents support children with autism and their parents using a family systems perspective. A thematic analysis of eighteen semi-structured interviews was conducted with participants from nine families, capturing experiences…

Strain theories expect socio-economically disadvantaged students to be overrepresented among perpetrators of school-deviant behavior. Empirical research, however, is inconclusive about the SES-deviance relationship. Recently, strain theorists argued that economic deprivation, rather than a socio-economic status (SES) index is related to…

Background: Foster parents experience multiple challenges; however, managing problematic child behaviors can be especially difficult. Given the ecological nature of challenges associated with fostering, it is imperative that researchers identify means for combatting foster parent stress and factors that may contribute to placement disruption.…

The Class Pass Intervention (CPI) is designed to be implemented within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) to decrease disruptive behavior and teach replacement behavior for students needing Tier 2 intervention. The CPI has two components: (a) providing negative reinforcement for requesting a break by using a class…

Family factors and adolescent life satisfaction have profound effects on later behavior. The present study examined the effects of family cohesion and life satisfaction on internalizing (depression and self-esteem) and externalizing (deviance) outcomes among adolescents. Moreover, this study also viewed internalizing outcomes as conduits that…

Managing challenging student behaviors can be difficult for any educator. Lacking knowledge of research-based, positively oriented behavior interventions, educators may resort to punitive, reactive disciplinary strategies. Mindfulness is a positive, proactive approach that may help students with emotional and behavioral disorders improve their…

The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after…

School bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish…

In a midwest, rural, and high-poverty elementary school, teachers expressed concerns about difficult student behaviors in their classrooms. It was important to address the problem because student misbehavior disrupts the learning of all students in the classroom. To provide information to the school that could inform possible interventions, a…

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which…

The purpose of this study was to explore the perspectives of participants who work as educators in the Northeastern Region of the United States regarding the use of Restorative Practices versus Zero Tolerance measures. These two disciplinary measures address disruptive behaviors in the classroom to establish and maintain a safe learning…

In 2023, teachers continued to experience reverberations from the COVID-19 pandemic. The closure of schools across the United States required the adaptation of classrooms and a dynamic shift in the practices of teachers. As the pandemic subsided, this project sought to understand the ways that instructional practice, interactions with students and…

The purpose of this study is to compare the social skills, problem behaviours and academic competence of gifted students at elementary level with their non-gifted peers, and to assess these based on the variables age, gender, and school year. The study group consists of 50 gifted students in second, third and fourth grade in state schools in…

Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of children enrolled in Head Start (N = 297). Cross-lagged panel designs using structural equation…

Prior research provides mixed findings on the prevalence of sleep problems and mental health difficulties experienced by gifted children, with findings largely based on studies of small clinical samples. In a large, prospective, longitudinal, community cohort, the current study aimed to examine parent report of child sleep problems at ages 1, 2, 3…