The number of children who would be eligible for, and benefit from, early intervention programs has dramatically increased during the past several years. However, those programs would have to meet the U.S. Department of Education's criteria for being evidence based. Some programs that have proven successful would not be eligible but rather be…

The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK[R] [Greer, R. D, & McKorkle. (2003). "Preschool Inventory of Repertoire for Kindergarten." Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of…

Schools remain one of the safest environments for children. However, in far too many schools, a lack of respect for the authority of teachers and other school employees, as well as for the rights of other students, is undermining the ability of schools to provide students with a quality education. Even in the best schools, employees often…

Two third-grade Taiwanese students at risk for emotional and behavioral disorders participated in a pull-out, small-group social skills training program developed to promote their skill acquisition and maintenance. Using a multiple baseline across skills design, the authors demonstrated that both participants made marked performance improvement in…

Widely regarded as the standard clinical reference, this volume provides the best current knowledge about attention-deficit/hyperactivity disorder (ADHD) in children, adolescents, and adults. The field's leading authorities address all aspects of assessment, diagnosis, and treatment, including psychological therapies and pharmacotherapy. Core…

School refusal behavior can lead to disruptions in both educational attainment and social development. One of the common causes of school refusal behavior is separation anxiety disorder (SAD). Research suggests that children with SAD and school refusal behavior show an increased rate of psychiatric consultation and a decreased likelihood of…

This exploratory study examined the relationship between the looming maladaptive style (i.e., an enduring and traitlike cognitive pattern to appraise threat as rapidly rising in risk, progressively worsening, or actively speeding up and accelerating) and three different aspects of trait social anxiety (i.e., fear of negative evaluation, social…

Social story interventions are commonly used to promote appropriate behavioral responses in children with autism spectrum disorder (ASD). This type of intervention is often used in general education contexts, but recently it has been used and examined in physical activity contexts. Physical educators can use this practical method to present--in a…

School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD…

Families of children with an Autism Spectrum Disorder (ASD) exhibit decreases in cohesion and adaptability, increased social isolation (Higgins et al., 2005), higher levels of marital dissatisfaction (Hastings et al., 2005), and overall disruption to daily life (Bristol et al., 1988). Research has provided evidence of higher levels of stress,…

This review critically evaluates the existing research literature on the peer relationship problems of children with attention deficit/hyperactivity disorder. Empirical evidence suggests that children with the disorder are severely impaired in the social area and strongly rejected by peers. The purposes of this article are to provide a review of…

Early childhood educators are concerned with the growing number of children who enter programs lacking social competence and exhibiting challenging behaviors. This article describes how early childhood programs in New Hampshire are addressing this challenge by adapting evidence-based School-Wide Positive Behavior Supports to meet the needs of…

This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre-…

This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention as an example of an evidence-based program that embeds fidelity and adaptation within its design. First, the core features of the IY TCM program along with the methods, processes, and principles that make the intervention effective are described. The…

Thirteen studies were reviewed that were conducted using activity schedules with persons with autism to improve social interaction skills and decrease problem behaviors. Results across studies indicate that activity schedules enhanced social interactions and on-task and transition behaviors. Also, investigators in some studies used activity…