School psychologists commonly conduct consultations focused on behavioral issues; however, questions remain regarding best-practices when conducting consultations with families from historically marginalized communities. The present study aimed to review the empirical literature base examining multicultural competencies in behaviorally-focused…

Canine-assisted activities in schools can benefit students' educational, emotional, and social needs. Furthermore, they could be an effective form of non-clinical mental health treatment for children and adolescents. In the United Kingdom, school dogs are growing in popularity, however, little is known about how parents perceive canine-assisted…

Anxiety in children with Autism Spectrum Disorder (ASD) contributes to their functional impairment. We evaluated a cognitive-behavioral program for anxiety and social deficits in children with ASD in two schools in Nairobi City, Kenya. Parents and teachers of 40 children and adolescents with ASD (5-21 years) participated, randomized by school. The…

Using an adaptation of Brownell and Smith's (1993) conceptual model, this study sought to examine the perception of primary and secondary special educators in St. Lucia of their roles as compared to roles of special education teachers universally. A survey, consisting of 89 Likert-scale statements and five closed ended questions, was administered…

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most prevalent childhood neurodevelopmental disorder. Arising from a complex interaction between genetic and environmental factors, along with epigenetic changes during foetal development, ADHD is a lifelong condition that impacts children's academic and social functioning in numerous adverse…

The purpose of this systematic literature review was to summarize single-case intervention studies involving paraprofessional-implemented systematic instruction for students with disabilities. In the 19 reviewed studies, 60 paraprofessionals received training to implement systematic instruction with most learning naturalistic language strategies,…

Social skills training (SST) refers to any adult-directed instruction in which social skills are targeted for improvement. SST typically occurs in either a group or individual format, and may also include facilitated practice in classroom settings. SST sometimes may co-occur with peer-mediated instruction and intervention (PMII) or some related…

This intervention report presents findings from a systematic review of "functional behavioral assessment-based interventions" conducted using the WWC Procedures and Standards Handbook, version 3.0, and the Children Identified With or At Risk for an Emotional Disturbance review protocol, version 3.0. Functional behavioral assessment (FBA)…

Students with significant behavioral and social problems experience some of the poorest outcomes in school and beyond. It is imperative, therefore, that educational researchers and school-based professionals address the needs of students who exhibit maladaptive behavior to alter their poor outcome trajectory. Social problem-solving (SPS)…

This unique book will provide teachers and other service providers the knowledge and skills for positive behavior supports in school settings, thereby improving the academic and social skills of their students. The text is generic across age levels K-12, and focuses on the positive behavior supports in school settings. Each chapter begins with Key…

Behavioral techniques derived from social learning theory to training social skills are reviewed. Studies using handicapped and nonhandicapped populations are included. It is concluded that social skills training represents a potentially effective appraoch to successful mainstreaming of handicapped children. The issues of generalization and…

The article provides an overview of programing and intervention strategies to meet the special needs of emotionally disturbed students. Guidelines are offered regarding structuring the classroom environment, managing behavior, and teaching psychosocial skills. (CL)

The synthesis of 18 single subject research studies on early intervention for socially withdrawn children indicated that reinforcement and measurement of targeted socially interactive behaviors showed the largest effects, with some treatment (such as unreinforced modeling of behavior) showing little effect. There was little evidence for skill…

Seven author-contributed papers address theoretical and applied interventions with children who have behavior disorders. V. Rezmierski reviews the developmental perspective and the Intervention by Prescription model in "Developmental Interventions with Behaviorally Disordered Youth." D. Glenn et al. follow with a discussion of research and theory…

A systematic program for the training of broad-based social skills is necessary for some visually impaired children. Research on social skills programs has focused on the use of behavioral therapy, verbal and nonverbal social skills intervention, early intervention, and a team approach. (Author/JDD)