Objective: This study examined how family factors impacted parents' attitudes toward integrated behavioral health (IBH) in pediatric primary care during the COVID-19 pandemic. We hypothesized that COVID-19 impact would predict family functioning challenges, and that pre-existing familial contextual factors would predict parents' interest in IBH…

With the increasing prevalence of mental health issues among children, there is a growing need to implement school-based preventive programs for emotional well-being in Malaysia. Super Skills for Life (SSL) is a transdiagnostic preventive program designed based on the cognitive-behavioral therapy concept to address emotional problems among…

This article evaluates the effectiveness of a multidisciplinary intensive community support service, using positive behavioural support (PBS) as a core intervention model to reduce behaviours of concern and to improve the quality of life and occupational involvement of individuals with a learning disability who present with behaviours that…

Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. SWPBS seeks to provide a multi-tiered approach to strategically frame integrated actions responding to matters of wellbeing, discipline and punishment in schools using Evidence-Based Interventions (EBIs). In this respect, EBIs…

This study reports on the results of a pilot study designed to evaluate the Resilience Education Program: a brief Tier 2 intervention that includes small-group cognitive-behavioral instruction, paired with a modified Check In/Check Out procedure. Three elementary school students demonstrating early indicators of internalizing behavior concerns…

This study reports on the results of a pilot study designed to evaluate the Resilience Education Program (REP): a brief Tier 2 intervention that includes small-group cognitive-behavioral instruction, paired with a modified check-in/check-out procedure. Three elementary school students demonstrating early indicators of internalizing behavior…

To understand the perspectives and needs of autistic children and their families in the context of an emergency, 109 parents and 56 autistic children (5.75-18 years) from Canada completed an online survey about needs, barriers and facilitators to coping with the pandemic. Parents' concerns about their child's development and difficulties managing…

Self-management has been shown to be effective for increasing the on-task behaviors and decreasing the problem behaviors of students. However, little is known regarding the individual and combined effectiveness of the components of self-management. This study applied the logic of a component analysis to add the four major self-management…

Active supervision--defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member--is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized…

Preschool students are expelled from educational settings at higher rates than any other students, and this may serve to be problematic across their lifespan. One of the primary reasons reported is due to their display of social behavioral problems within the preschool classroom. A historical review of social behavioral interventions for preschool…

Children with autism spectrum disorder (ASD) seemingly prefer tablets to other methods of intervention, though professionals posit that a therapist's presence is beneficial. In this experiment, two unique e-stories were created specifically for children with ASD. Ten children with low- or nonverbal ASD heard each story presented on an iPad; one…

Children with intellectual and developmental disabilities (IDD) frequently engage in escape-maintained problem behavior, which can limit their access to academic instruction and lead to placement in more restrictive educational settings. While there are function-based interventions to treat escape-maintained problem behavior, these interventions…

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

Challenging behaviors are linked to negative long-term developmental outcomes for young children with disabilities and remain a primary focus of service delivery for many early intervention practitioners and families. Positive Behavior Interventions and Supports (PBIS) is a tiered prevention framework that recommends evidence-based positive…

Students with emotional or behavioral disorders (EBD) often display externalizing behaviors (e.g., aggression and defiance) and experience internalizing symptoms (e.g., anxiety and depression). When left untreated, these difficulties can result in negative outcomes for students in school and beyond. Cognitive-behavioral interventions (CBIs) offer…