Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student…

Parental involvement is germane and crucial to a child's well-being and development in later life. Involvement is subjective in nature and difficult to evaluate. The family is the primary cell of society where the child's upbringing commences at birth. This study focuses on the parental role in managing learner discipline with the aim of improving…

The purpose of the current study was to examine the validity and diagnostic accuracy of the "Intervention Selection Profile--Social Skills" (ISP-SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified…

Background: The goal of the current study was to evaluate the effects of the Social Emotional Learning program Skills 4 Life on mental health and its risk factors self-esteem, self-efficacy, and social interaction skills in students of secondary schools. Methods: A cluster randomized controlled study was conducted, including 38 schools (66…

Functional Behavior Assessment (FBA) and behavior interventions have been effective in the management of challenging behavior among children with developmental disabilities including autism spectrum disorders. Research suggests the need for valid measurement instruments for verifying, calibrating and scoring competence in FBA and behavior…

The purpose of the current study was to examine the validity and diagnostic accuracy of the "Intervention Selection Profile-Social Skills" (ISP-SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified…

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multi-tiered intervention could help teachers proactively manage student…

It is critical for young children to develop social-emotional competence, as delays in this area are associated with negative social and behavioral outcomes, and the preschool classroom is a natural setting for children to build these skills. However, for many children with autism spectrum disorders (ASD), this can be a challenging task, as…

This review provides a systematic analysis of studies that evaluated interventions for inappropriate sexual behavior(s) of children and adolescents with developmental disabilities. Searches of databases, reference lists, and journals yielded 12 studies that met the predetermined inclusion criteria. Each study was summarized in terms of (a)…

We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…

We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…

Positive perceptions of school climate are associated with lower frequency of peer victimization and aggression in children. Understanding "how" school climate influences aggression and victimization is essential to guiding school-level interventions to enhance character strengths such as social responsibility. In this short-term…

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing impetus for the current survey study. A total of 475 K-12 school building administrators representing 409 unique school districts across the United States completed an…

This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students. Researchers administered screenings to grade 6 students to assess traumatic stress and then randomized those with elevated levels to the CBITS treatment (n = 150; 47%…

The Minnesota's School-Based Diversion Model (SBDM) is a student-centered plan to keep youth from entering the criminal justice system due to arrests at school or during school hours. Wilder Research is working with the Minnesota Department of Human Services (DHS) to help collect and analyze information about how the SBDM is helping each pilot…