Objective: Both aerobic exercise and Cognitive Behavioral Therapy (CBT) improve depression, but perceptions of their credibility and efficacy are underexplored. These perceptions can contribute to treatment seeking and outcome. A previous online sample ranging in age and education rated a combined treatment higher than individual components and…

The purpose of this study was to examine the impact of a behavioral based intervention program on minority student behavior. The Breakfast Club was an intervention created with the goal of improving the negative behavior of minority adolescent students. The participants in this study were minority, high school students who displayed frequent…

Objective Graduate students frequently experience anxiety, depression, and psychological distress. Counseling centers struggle to meet this need. Brief, skills-based treatments to mitigate burgeoning or mild mental health problems could alleviate this problem. Participants Participants were 51 graduate students in years one through seven of their…

Assessing the degree to which interventions are implemented in school settings is critical to making decisions about student outcomes. School psychologists may not be available to regularly conduct observations of intervention implementation, however, their data may be used alongside other methods for multi-informant assessment. Teacher…

In college counseling centers across the county, students' needs for services are far exceeding available resources. This leads centers to engage in creative problem solving regarding triage, waitlists, and alternate services. One such solution was the development of Pathways, an Acceptance and Commitment Therapy (ACT) based therapeutic skills…

Students with disabilities may demonstrate high rates of off-task behavior, resulting in poor academic achievement. To decrease students' off-task behavior, teachers can identify student-guided supportive strategies to limit the amount of time they dedicate to behavior management. Moreover, when teachers use effective student-guided strategies…

Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter-implemented, teacher-implemented, and student-implemented. The effects of…

Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive…

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. In this study, students in 3 fifth grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback delivery for rule violations (vocal and visual, vocal only, visual only, no feedback) on disruptive classroom…

Challenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the…

Implementation of a culturally responsive positive behavioral interventions and supports (PBIS) framework is associated with positive outcomes for secondary students when implemented schoolwide. Yet, educators often report more implementation challenges in secondary school as compared to elementary school settings. Difficulties obtaining student…

Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study,…

School violence and bullying are considered a serious concern worldwide. Evidence shows that applying the Health Promoting Schools (HPS) framework could be effective in reducing school bullying. While there have been significant efforts to evaluate school-based anti-bullying interventions in the world, the implementation process and the…

We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman & Wells, 2002a) for middle schoolers, called the Early Adolescent Coping Power (EACP) Program (Bradshaw et al., 2019) to determine the impact of EACP on adolescents' mental health outcomes, as indicated by student self-reported…

Background: Weight stigma is prevalent among adolescents and can negatively impact physical and mental health. This study examined the effects of a combined physical activity and attitude education intervention on weight stigma and related outcomes among high school students. Methods: A randomized controlled trial was conducted with 524 high…