Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically…

The "Promoting Alternative THinking Strategies (PATHS®)" program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. "PATHS"® is delivered through short lessons given two to three times a week over the school year. The program is…

Academic procrastination is a commonly experienced issue among university students, which generally affects their academic performances negatively. In the researcher's English for Academic Purposes (EAP) classes, his students faced procrastination problems in the formative assessment tasks. Therefore, the researcher decided to conduct an…

This study aimed to examine the impact of a universal, school-based intervention, the Good Behavior Game (GBG), on children's behavior, and to explore any subgroup moderator effects among children at varying levels of cumulative risk (CR) exposure. A 2-year cluster-randomized controlled trial was conducted comprising 77 primary schools in England.…

Few youths engage in the recommended amount of physical activity (PA). Many educators have concerns about increasing PA in schools, including taking time from academics, though studies show that school-based PA can be beneficial to academics. This study extends previous research on the relationship between school-based PA and time on task (TOT) by…

The purpose of this study was to expand the knowledge base regarding discipline policies in early care and education (ECE) programs by examining the extent to which programs utilize policies that reflect the implementation of evidence-based practices to prevent and address challenging behaviors in the early years. Discipline policies were gathered…

The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior,…

There is a growing need for valid measures that can be administered efficiently in school settings to assess the impact of school-based preventive interventions. The current paper aimed to establish a balance among assessment efficiency, reliability, and the measurement properties of an instrument widely used to assess the impact of school-based…

There is a growing need for valid measures that can be administered efficiently in school settings to assess the impact of school-based preventive interventions. The current article aimed to establish a balance among assessment efficiency, reliability, and the measurement properties of an instrument widely used to assess the impact of school-based…

Prior research has suggested Check-In/Check-Out (CICO) effectiveness is linked to the function of problem behavior. Though effective for students whose misbehavior occurs to gain attention, findings are equivocal for behavior that occurs to escape academic tasks. The purpose of this study was to therefore evaluate a modification to CICO, wherein…

The current pilot study assessed the impact of a motivational intervention on the task-avoidant behaviors, task-engagement behaviors, and skill growth of elementary-age readers attending a remedial summer reading program. We randomly assigned students (ages 7-10) either to an experimental condition (n = 24) that integrated strategies emphasizing…

Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do…

This handbook provides solid, detailed guidelines for implementing and sustaining schoolwide positive behavior interventions and supports (PBIS). Full of engaging anecdotes from expert PBIS coaches, this comprehensive resource helps PBIS teams overcome the obstacles of staff buyin and offers solutions for sustaining a successful program at your…

Students with disabilities are disproportionately involved within the bullying dynamic. However, few studies have investigated the interaction between victimization and proactive or reactive aggression, and psychosocial predictors for bullying involvement among school-aged youth with disabilities. This study used structural equation modeling to…

The current study aims to review the literature regarding Tier Two behavioural interventions for children aged 5 to 13, and identify the core components which the research suggests are important to their effectiveness and/or social validity. Trends within the research indicate schools are more likely to adapt interventions to fit their own school…