Direct observation of classroom behavior in young children enriches our understanding of their behavior in its natural context, informing both assessment and intervention strategies to foster supportive learning environments. However, a notable gap in the literature concerning effective direct observation tools specifically designed for this…

Universal screening continues to be a missed opportunity for addressing mental health in schools. The current study compared three separate self-report screening tools: the Behavior Assessment System for Children-Third Edition: Behavioral and Emotional Screening System (BASC-3 BESS), Youth Internalizing and Externalizing Problems Screener (YIEPS),…

We examined the predictive utility of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening System (BASC-2-BESS) and Strengths and Difficulties Questionnaire (SDQ) in identifying students with a mental disorder. Data were collected in a two-stage study over 34 months with kindergarten-12th grade (K-12) students (aged…

This study examines the impact of the 2 × 10 relationship-building strategy (consisting of a two-minute conversation with a child once a day for 10 days). Participants were four preschool teachers and eight preschool children from a university-based lab school. Teachers completed pre- and post-intervention scales (Strengths and Difficulties…

The aim of the present study was to explore how maternal reminiscing relates to socioemotional development during middle childhood. Specifically, analyses explored the link between maternal reminiscing and children's internalizing (emotional problems and peer problems), externalizing (hyperactivity and conduct problems) and prosocial behavior…

Before adopting a scale for a new culture, researchers should conduct systematic translation procedures and evaluations to ensure its psychometric quality. The Pediatric Symptom Checklist-17 (PSC-17) is a brief and valid scale developed by U.S. researchers to evaluate children's emotional, attentional, and behavioral problems. This study aimed to…

Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary school pupils. Exploratory factor analysis in Study 1 (N= 120)…

This study investigated both the risk factors and the protective factors against peer rejection at multiple levels in children with attention-deficit/hyperactivity disorder (ADHD) and their typically developing peers. Using standard sociometric procedure, we studied the peer rejection of 108 children with ADHD (aged 7 to 12) and their classmates…

The mediators of real-world executive functions in autism during the transition into adulthood are mainly unknown. This study aimed to identify the mediators for the behavioral and cognitive domains of real-world executive functions in late adolescent and young adult autistic populations. We followed up 289 autistic children (aged 11.6 ± 3.8, male…

A line of research has supported the incremental and construct validity of multi-informant assessment. Accordingly, multiple universal screening systems have been designed to support the collection of information from multiple informants. The purpose of the study was to expand the "Social, Academic, and Emotional Behavior Risk Screener"…

Student characteristics, their attitude to school and classroom climate can influence teacher-student relationships and adjustment to school. Poor early school experiences are associated with school avoidance, disruptive behaviour, teacher conflict, and suspension and exclusion. The focus, however, remains on the behaviour of individual children,…

There is a priority for schools to address students' social and emotional needs as is done for academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students' needs is accurate…

There is a priority for schools to address students' social and emotional needs as we do academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students' needs is accurate…

Schools have become the largest provider of mental health services to children, thus increasing the need to identify children at risk before problems worsen. The Social, Academic, and Emotional Behavioral Risk Screener-Student Rating Scale (SAEBRS-SRS) student version is a universal screener that assesses pre-symptomology of internalizing and…

The study investigated whether 10 minutes of attachment enhancing play delivered daily over 2 weeks could improve adult-child relationships and whether this bettered the way they functioned socially and emotionally. The attachment enhancing play was based on Theraplay® principles and utilized the 4 dimensions of 'Structure, Engagement, Nurture,…