Objective: Many treatment engagement challenges are documented for adolescents with ADHD. Across contexts, helping professionals (i.e., therapists, prescribers, educators, coaches) might benefit from an engagement strategy toolbox to facilitate work with adolescents with ADHD and their families. Method: The current study describes the development…

Autistic children often require support in various competencies during early childhood. Parents and practitioners must collaborate for optimal child outcomes. Previous research indicates that parent-mediated learning supports children's social communication, encourages parent-practitioner collaboration, and fosters parental feelings of support.…

Studies showed that children with Developmental Disabilities (DD) have communication and social difficulties; consequently, they are more likely to display disruptive behaviors. During daily interactions, disruptive behaviors can pose difficulties for individuals such as siblings, peers, parents, and educators. In KSA, parental involvement in…

Community implementation of evidence-based practices (EBPs) for Attention Deficit/Hyperactivity Disorder (ADHD) is greatly lacking. A recent randomized community-based trial of an EBP for ADHD (Supporting Teens' Autonomy Daily; STAND) demonstrated suboptimal implementation and effectiveness outcomes. In the present study, we conducted an…

Raising a child with autism spectrum disorder (ASD) can be challenging, particularly for parents who do not have easy access to psychological treatment. This book presents parent training as a unique approach that is accessible and one of the most promising methods for promoting long-term behavioral improvements in children with ASD. Backed by…

This study assesses the effects of two text-messaging programs for parents that aim to support the development of math skills in prekindergarten students. One program focuses purely on math, while the other takes an identical approach but focuses on a combination of math, literacy, and social-emotional skills. We find no evidence that the…

To explore family-professional partnership within schoolwide positive behavioral interventions and supports (SWPBIS), we conducted a qualitative analysis of the perceptions of family members of students with Tier 1 and Tier 2 behavior support needs related to events that impact the quality of their communication with teachers. Family member…

Behavioral interventions delivered across home and school settings can promote positive outcomes for youth with autism spectrum disorders (ASD). Yet, stakeholders who deliver these interventions may struggle to implement interventions as intended. Low levels of treatment integrity can undermine potentially positive intervention outcomes. One way…

The number of individuals with autism spectrum disorders (ASD) diagnoses is increasing rapidly, indicating a need for multi-faceted interventions. The addition of a parent training component to cognitive-behavioral therapy (CBT) has been effectively used to treat a variety of psychological disorders in children to support generalization of skills…

The purpose of this literature review was to analyze the research on parent-implemented functional assessment (FA)-based interventions for reducing children's challenging behaviors. Thirteen studies met the review inclusion criteria. These studies were analyzed across independent variables, types of parent coaching and support provided,…

Although numerous studies examine the effectiveness of intensive behavioral intervention programs (EIBI) for young children with autism, few focus on the family aspect of the program. In particular, involvement of mothers in the program, which is strongly recommended, is the subject of only a small number of studies. The goal of this research is…

Accidental injuries represent the most common type of traumatic event to which a youth is likely to be exposed. While the majority of youth who experience an accidental injury will recover spontaneously, a significant proportion will go on to develop Post-Traumatic Stress Disorder (PTSD). And yet, there is little published treatment outcome…

This guide presents information and clinical tools to implement the Anger Coping Program, an empirically supported intervention for students in grades 3-6. Practitioners are taken step by step through setting up treatment groups, teaching vital skills for reducing aggression and disruptive behavior, and building strong partnerships with teachers…

A program in which behavior management plans are systematically demonstrated can help parents of learning disabled students carry through the plan at home. When parents are involved in deciding on target behaviors, record keeping, and actually implementing the program, the likelihood of success is increased. (CL)

This study examined the acceptability ratings of positive reinforcement procedures recommended to parents (n=50) in a pediatric behavior management clinic. Results indicated differences in acceptability ratings as a function of behavior problem severity. Significant correlations occurred between acceptability variables and compliance at each of…