The purpose of the current study was to conduct a thorough review of the literature on the interview-informed synthesized contingency analysis (IISCA) developed by (Hanley et al., Journal of Applied Behavior Analysis 47:16-36, 2014)) and its subsequent treatment outcomes. A total of 39 articles were identified with 235 participants participating…

115, 6-9-year-olds (M age = 7.47 years) participated in a scripted event during which the child's mother or a stranger broke a forbidden puppet and requested secrecy. Then, children were either (1) primed for the goal of honesty (prime), (2) asked to promise to tell the truth (oath), or (3) given no instructions (control) before responding to…

Intervention is considered the ultimate goal of the diagnostic process. However, when diagnostic assessment is largely focused on student (mal)adjustment and when the role and perspective of the teacher is not systematically evaluated, the assessment may fail to generate useful recommendations for intervention or teacher consultation. Based on a…

Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and…

Functional assessments, while considered the "gold standard" for behavioral assessments, are not often implemented in school settings due the extensive amount of time, resources, and expertise required. The interview-informed synthesized contingency analysis (IISCA), is a timely, comprehensive, and accurate method for conducting such…

For individuals with autism spectrum disorder (ASD), behavioral inflexibility can affect multiple domains of functioning and family life. The objective of this study was to develop and validate a clinical interview version of the Behavioral Inflexibility Scale. Trained interviewers conducted interviews with parents of 144 children with ASD and 70…

Decades of empirical research has demonstrated that exclusionary discipline is a racialized mechanism through which schools systematically remove Black and brown children from the learning environment. Although development of Functional Behavior Assessments (FBAs) and linked behavior support plans has been identified as a solution to exclusionary…

Disruptive student behavior is a common stressor for elementary school teachers and can significantly detract from instruction time (Greenberg et al. 2016; Robb et al. 2011). Although classroom management strategies and targeted interventions (e.g., daily report card) are effective in preventing and reducing disruptive behavior (Epstein et al.…

This article discusses the prevention interview, a one-to-one interview with a student, asking open-ended questions. Prevention interviews help educators learn about the whole young person to build trust that allows for new solutions for recurring problems. Prevention interviews also work well when done soon after a student has made poor behavior…

Accumulating evidence suggests that early adversity is linked to methylation of the glucocorticoid receptor (GR) gene, "NR3C1," which is a key regulator of the hypothalamic-pituitary-adrenal axis. Yet no prior work has considered the contribution of methylation of "NR3C1" to emerging behavior problems and psychopathology in…

This article is a critical poststructuralist analysis of Conservative led free school policy in England focussing on claims made by the New Schools Network and in the 2010 White Paper that free school provision promotes social justice. The article presents an empirical study of an alternative provision free school as a lens through which these…

While many students in need of school-based psychological services have skill deficits that interfere with their academic and social functioning, others are unsuccessful because they lack motivation. Lack of motivation can also be a barrier to achieving positive outcomes for the child through teacher and parent consultation. Throughout one's…

Students attending schools today not only learn about formal academic subjects, they also learn social and emotional skills. Whole-school restorative practices (RP) is an approach which can be used to address student misbehaviour when it occurs, and as a holistic method to increase social and emotional learning in students. The aim of this study…

Reducing fixed term exclusions (FTE) in primary schools is a difficult proposition. This research discusses how a partnership of primary schools developed more inclusive systems to support students previously given FTEs for disciplinary purposes. Longitudinal data from interviews and documentary sources trace the development of an approach amongst…

The current evaluation assessed the effectiveness of a rapid toilet training procedure for three young males with autism. The evaluation extended the research on rapid toilet training procedures by assessing parents' preference to include two common toilet training components, a urine alarm and positive practice. In addition, we assessed child…