Objective: To examine whether a remote, online, group-based mindfulness intervention maintains long-term effects at one-year follow-up. Participants: 61 college students (38 in the intervention group, 23 controls) completed the follow-up survey. Methods: Follow-up to an RCT using a 4-week Koru Mindfulness program, investigating pre-to-follow-up…

Academic misconduct is common in both secondary and higher education and schools still lag behind in preventing unethical behavior. The present research addressed the effectiveness of formative activities aimed at improving ethical behavior of students in secondary education. The probability of engaging in cheating, harming others, hiding…

Background: In recent years, the use of virtual reality (VR) environments for education has gained interest in research and education. However, little is known about the potential of social VR environments for collaborative learning. Objectives: This study explores pre-service teachers' (PSTs') collaborative learning and role-based drama activity,…

A systematic review and meta-analysis were utilised to explore the methodological quality, program fidelity, and efficacy of social skills group programs (SSGPs) aiming to support autistic adolescents in navigating their everyday social worlds. The study evaluated the methodological quality and theoretical fidelity of studies, with a random effect…

The current study endeavors to assess the impact of the Preschool Executive Functions Intervention Program (PEFIP) on children's executive functions. A quasi-experimental design was employed, encompassing both pre-test and post-test assessments within a control group, complemented by follow-up evaluations over a 5-week period. The sample comprises…

Autistic children have significant difficulties in recognizing and labeling emotions, difficulties which may hinder the natural development of their ability to express and regulate further emotions. The purpose of this study was to evaluate the effect of an augmented reality emotion recognition program (ARERP) delivered in a group format on the…

An ABAB reversal design was employed to evaluate the effect of differential reinforcement of low (DRL) frequency behavior as an interdependent group contingency on the frequency of vocal disruptions of five males, 6-14-years old, diagnosed with an autism spectrum disorder. The results showed lower frequencies of vocal disruptions during…

This study finds substantial reductions to criminal activity from the introduction of a comprehensive high school support program for disadvantaged youth living in the largest public housing project in Toronto. The program, called Pathways to Education, bundles supports such as regular coaching, tutoring, group activities, free public…

Grouping of people and/or things in school can involve challenging pedagogical problems and is a recurrent issue in research literature. Grouping of pupils sometimes aids learning, but detailed video-based analysis of how teachers (and pupils) group or ungroup (termed '(un)grouping') in classrooms is rare. This multimodal classroom interaction…

Transitioning to higher education can be challenging for neurodivergent students and they can be particularly vulnerable to experiencing stress in this new environment, resulting in higher levels of non-completion. To address this issue, this study details the co-design of a support programme for neurodivergent students in higher education. It…

Social skills group training is frequently used to support autistic children and adolescents in coping with everyday social demands and expectations. Meta-analytic studies suggest small to medium effect sizes. Effect moderators must be better understood to inform implementation and allow optimization of intervention protocols. Using data from two…

Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the…

Background: Currently, a deficit model of mental health shapes children and young people's experiences. Most UK interventions designed to improve mental health for this age group are adult led and dominated by a Western-driven medical model in which the emphasis is on individuals receiving mental health diagnoses. The voice of children and young…

Many autistic children require support to meet their learning needs. Given the heterogeneity within the autism spectrum it is plausible that different types of support might be better suited to different children. However, knowledge on what interventions work best for which children is limited. We examined the outcomes of autistic preschool-aged…

Background: Despite evidence on their short-term effectiveness, the long-term effects of group-based parenting interventions are unclear, programs are hard to scale up, and effects on parents of infants and toddlers are mixed. Objective: We evaluate the impact of a parenting intervention, "Crianza Positiva," that combines 8 group…