Difficulties with emotion regulation are common in children with autism. Although interventions targeting emotion regulation show promise, children's individual treatment responses vary, and it is important to understand the factors that contribute to treatment change. The present study aimed to identify pre-treatment child characteristics and…

Traditionally schools have been spaces that are punitive and have strict behavior guidelines that include zero-tolerance policies. Thus, conventional behavior management practices blame students and position them as rule-breakers. Consequently, all students, but particularly those who come from complex backgrounds, minority groups, and vulnerable…

Teachers' adopted behaviors and their instructional management strategies are likely to have some differences on the basis of personal differences. This idea may be due to different beliefs about how effective education and teaching should be. The aim of this study is to adapt the Behavior and Instructional Management (BIM) Scale, which aims to…

In 1987, James Ysseldyke made an open call in Exceptional Children, asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this population remains limited. Approximately 9% of the K-12 special education population nationwide is composed of…

Evaluating knowledge and learning in psychotherapy is a growing field of research. Studies that develop and evaluate valid tests are lacking, however. Here, in the context of internet-based cognitive behavioral therapy (ICBT) for adolescents, a new test was developed using subject matter experts, consensus among researchers, self-reports by…

This article presents an integrative framework for using cognitive behavior therapy through the lens of relational cultural theory. The authors provide an overview of cognitive behavior therapy and relational cultural theory, followed by suggestions on how to facilitate cognitive behavior therapy using the principles of relational cultural theory…

Students with persistent challenging behavior are present in nearly every classroom. Teachers need the knowledge and skills to understand student behavior and intervene effectively. This article presents a framework to guide teachers in understanding student behavior and feasible tools for collecting data about the function of student behavior.…

Differential-reinforcement-of-low-rate (DRL) schedules can be used to decrease, but not eliminate, excessive bids for teacher attention in a classroom. There are two primary methods of implementing a DRL: full session and spaced responding. Some research suggests that the full-session DRL may eliminate target responding. The purpose of the current…

Selective mutism (SM) is a rare anxiety disorder that impairs children's daily functioning, often during critical periods of early development. Given that schools are a common setting for mutism, it is vital that school-based practitioners are knowledgeable of recent advances in the SM treatment literature. Unfortunately, the literature base is…

Understanding dimensions that influence reinforcement is important for applied behavior analysts. Preference, and reinforcer effectiveness, may change depending upon several dimensions of reinforcement. Two influential dimensions that may influence preference and reinforcer efficacy are response-reinforcer arrangements and stimulus type. Many…

Although the number of schools implementing schoolwide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This article describes the evolution of positive behavior intervention and supports into the SWPBS approach used in many schools today,…

In this article, we follow up on recommendations from the Division for Emotional and Behavioral Health (DEBH) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also…

Reported percentages of young children who engage in challenging behavior is estimated between 10% and 20%. This percentage is even greater for children with disabilities. Not surprisingly, when young children with challenging behavior do not receive services and supports early on, they can experience negative social and emotional outcomes long…

This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three…

There are an estimated 1.5 to 2.5 million children with Attention-Deficit Hyperactivity Disorder (ADHD) in the United States. These children make up about 3-5 percent of a school's student population. Boys are diagnosed almost ten times more often than girls. Girls tend to be more inattentive and their symptoms are dismissed as those of a day…