Little is known about continuity, change and predictors of anxiety in ASD. This follow-up study investigated changes in caregiver-reported anxiety in 54 non-referred youth with ASD after 10-19 months. Earlier child predictors of later anxiety were also examined. Anxiety scores were generally stable. Time 1 ASD repetitive behavior symptoms, but not…

Socio-ecological models of victimization reporting incorporate normative constraints and instrumental considerations at the individual and contextual levels. Drawing on this model, we explore factors related to students' willingness to report problem behaviors that they might observe in school. Data obtained from student and teacher/administrator…

This article explicitly addresses the correlation between communication and behavior, and describes how to provide intervention addressing these two overlapping domains using an intervention called functional communication training (FCT; E. G. Carr & Durand, 1985) in individuals with ASD. A step-by-step process is outlined with supporting…

Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers.…

There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially…

The purpose of this descriptive quantitative study was to explore the perceptions of school safety among middle and high school teachers in rural Louisiana. In order to achieve this objective, a specific research question was formulated pertaining to teacher perceptions. The Safe Communities Safe Schools (SCSS) survey was used to assess teachers'…

This report examines the effect of a primary component of restorative justice (RJ) programming in one community-based organization (CBO) on students' behavioral and disciplinary outcomes in four Chicago high schools from 2014 to 2016. It looks at the effect of students' use of RJ programs offered in the CBO's "Peace Room" (PR) on rates…

During the past two decades, scholars, educators, and special interest organizations, including advocacy groups, have critically examined and debated the ethical and legal use of aversive interventions with individuals with disabilities. These interventions comprise a broad spectrum of behavior management techniques including but not at all…

In parallel with a national school policy on an inclusive school with a marked reduction in the number of pupils who, due to their disruptive behaviour, are referred to educational provisions outside of the ordinary school environment, a sharp rise has been seen in the number of children and teenagers who are given a clinical diagnosis, first and…

One of the domains most commonly affected by autism spectrum disorders (ASD) is communication (American Psychiatric Association, 2000). Language deficits in children with ASD can be as severe as to warrant a label as nonverbal, or characterized by difficulties with the functions of communication. Additionally, deficits in language for children…

This article is derived from a study of pupils with social, emotional and behavioural difficulties' (SEBD) perceptions of their schooling experiences both in mainstream and residential schools. It is based on the accounts of 29 boys with severe SEBD who were attending a residential special school for children in New Zealand. Through in-depth,…

In this reflective interview with Terry Friedrichs--a hands-on academic-learning specialist and researcher with gifted students with Asperger Syndrome--he defines these pupils, describes their "straightforward" and confusing traits, and recounts his initial and later instructional experiences with them over several decades. The piece…

Research on school bullying often focuses on the directional path of bullying and/or victimization leading to psychosocial problems, while such one-dimensional views have been shown to be too simplistic. Furthermore, recent research has shown that patterns of bullying at school differ for boys and girls, which makes gender a particularly relevant…

Background: Individuals with fragile-X syndrome exhibit developmental delay, hyperexcitation and social anxiety; they also show lack of attention and hyperactivity. Few studies have investigated whether levels of functioning change with increasing age. Here, we explored developmental changes across adolescence in the cognitive and behavioural…

Teachers of students with emotional and behavioral disabilities face complex challenges supporting students' academic and behavioral needs. These teachers require support from administrators, but administrators are seldom prepared to provide support. Furthermore, research seldom operationalizes support in ways that provide actionable advice to…