The present study examined the way in which behavioural difficulties in cool and hot EFs relate to measures of cognitive and affective ToM in preschoolers. A total of 144 children between 35 and 71 months were assessed with a first-order false-belief task (measuring cognitive ToM), the Test of Emotion Comprehension (measuring affective ToM) and a…

Universal screening has emerged as one strategy within schools for identifying students who demonstrate social emotional and behavioral (SEB) concerns to provide appropriate support. However, research has demonstrated little evidence of equity around diagnostic accuracy; that is, how students might be differentially identified as at-risk for SEB…

Despite significant advancements in supporting students' social, emotional, and behavioral health in recent years, progress remains hindered by limited formative assessment options. The focus of this special issue is on applications for Direct Behavior Rating (DBR), which is a hybrid assessment method incorporating procedures utilized in direct…

The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between…

This study used item response theory (IRT) to derive sets of maximally efficient items (SMI) for a brief behavior rating scale (BBRS) from a common universal screening tool (i.e., the Social, Academic, and Emotional Behavior Risk Screener--Student Rating Scale [mySAEBRS]). We also evaluated the change sensitivity of these items for potential use…

Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers…

This study aimed to describe problem behaviors and psychosocial strengths, examine the problem-strength interrelations, and evaluate profiles of problems and strengths in youth with Down syndrome (DS). The community-based sample consisted of 67 parents of children with DS aged between 4 and 19 years. Parents reported about the developmental age…

Individuals with autism spectrum disorder (ASD) tend to have significant delays in adaptive functioning. In this study, the relationship between adaptive behavior and ASD symptomatology was investigated in minimally verbal, school-aged children with ASD (n = 333). Both the social affect (SA) and restricted and repetitive behavior (RRB) domains…

This study investigated the reliability and validity of Myers and colleagues' Classroom Citizenship Behavior scale, as well as the relationship between student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, openness, and communication apprehension) and CCBs. Two hundred and thirteen students completed…

Environmental awareness is evaluated related to cognitive and affective areas so it might be considered one of the important points in order to predict environmental behavioural change. One of the behavioural change models is ecological dynamics model (EDM) and this model's characteristics overlap with ecopedagogy-based outdoor experiential…

The aim of this research is to investigate the teachers' emotional labour behaviours and to determine the reasons of the differences. In the research, mixed research methods including both quantitative and qualitative techniques were used. The population of the study was comprised of 280 teachers (266 for quantitative, 14 for qualitative…

Students with Autism Spectrum Disorder (ASD) who lack of social skills have been hindered from being included in IE classrooms. The purpose of this study was to identify the most frequently occurring social skills deficits area among students with ASD in IE classrooms so that the mainstream teachers will be ready and well prepared to cater to…

Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors…

Strength-based assessment of behaviors in preschool children provides evidence of emotional and behavioral skills in children, rather than focusing primarily on weaknesses identified by deficit-based assessments. The Preschool Behavioral and Emotional Rating Scales (PreBERS) is a normative assessment of emotional and behavioral strengths in…

Harvey and Evans (2003) have proposed that teachers' emotional skills, as required in the classroom, can be organized into a five-dimensional model. Further research is necessary to validate this model and evaluate the importance of each dimension of teacher emotion competence for educational practice. Using a statistical method for mapping…