The purpose of the present study was to assess the efficacy of a culturally adapted version of the Strong Start intervention program on the social-emotional outcomes of African American male students. Externalizing behavior problems of children, specifically African American males, are of great concern for schools. Punitive discipline polices such…

This evidence-based practice overview on Differential Reinforcement (DR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "DR Evidence-base" details…

The US Department of Justice released the final report on school violence and showed that middle school is the age when violence is high, accounting for more than 70% of all violence cases (Zweig et al., 2013). After having perpetrated, the probability that the perpetrator will commit violence again will increase significantly (Office of the…

This study investigated attributions and stigmatization self-perceptions of 40 adolescents with and 34 adolescents without ADHD for their problematic behaviors and ADHD as a disorder. Adolescents identified behaviors that they believed described them, indicated which of these behaviors was most problematic for them, and responded to a…

School non-attendance in autism spectrum disorders has received very little attention to date. The study aimed to provide a comprehensive description of school non-attendance in students with autism spectrum disorders. Through an online survey, parents of 486 children (mean age: 11 years) reported on school attendance over 1 month and reasons for…

This study aimed to analyze the effect of the psycho-education program for sexual abuse on counseling teachers' attitudes towards reporting sexual abuse and their knowledge and risk recognition levels. The research was by using the embedded design, one of the mixed method approaches. In the quantitative dimension of the study quasiexperimental…

The Bounce Back program (Langley et al. in J Consult Clin Psychol 83:853, 2015) effectively reduces post-traumatic stress (PTS) symptoms and internalizing problems among Elementary students (Langley et al. in J Consult Clin Psychol 83:853, 2015; Santiago et al. in School Psychol Q 33:1-9, 2018). Some school settings may modify the program to…

Internationally and within England, there has been increasing focus upon perceived behaviour problems within schools. This study, which took place within a mainstream English secondary school, considered the interplay of the competing notions of exclusion and inclusion for children displaying challenging behaviour. The study used a mixed-methods…

Background: People with intellectual disability and chronic and complex support needs often require unique models of care that are intensive and expensive. How these supports can be continued within a rapidly changing policy and funding context in Australia, has not been fully determined. Method: This descriptive study utilised a retrospective…

Through two studies, this work examined the applicability, interpretability, and construct validity of the Classroom Assessment Scoring System K-3 (CLASS) to measure quality of classroom interactions. In the first study, the CLASS was used in 332 classrooms to test three alternative models (in time order, the one-, three-factor, and two-factor…

This paper presents and discusses the results of a study which investigated the needs, attitudes and beliefs of foreign language teachers of refugees in Greece and other countries of Europe. The research which was conducted in two phases, with the one being the pilot phase, involved approximately 120 teachers who commented on the difficulties that…

Since the advent of the ideology of inclusion, several concerns have been raised worldwide regarding the effectiveness of its implementation. In the UK, governmental evidence suggests that maintaining pupils with special educational needs and/or disability (SEND) within mainstream school settings, is one of the greatest challenges (DfE, 2018).…

Purpose: No diagnostic tools exist for identifying social (pragmatic) communication disorder (SPCD), a new "Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition" category for individuals with social communication deficits but not the repetitive, restricted behaviors and interests (RRBIs) that would qualify them for a…

The purpose of this study was to look at teachers' perceptions of challenging behaviors in the classroom, including students who had emotional or behavioral disorders and students who were at-risk for developing these problems. In the format of the survey, teachers were asked to consider the behaviors of their students in respect to gender. For…

Attention-deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) often co-occur. Factor analyses of ASD traits in children with and without ASD indicate the presence of social and restrictive-repetitive behaviour (RRB) factors. This study used exploratory factor analyses to determine the structure of ASD traits (assessed using…