Confirmatory factor analysis was used to model a multitrait (attention deficit hyperactivity disorder [ADHD]-inattention, ADHD-hyperactivity/impulsivity, oppositional defiant disorder [ODD]) by multisource (mothers, fathers, and teachers) matrix to determine the convergent and discriminant validity of ratings by mothers, fathers, and teachers.…

Poor outcomes for Looked After Children (LAC) in relation to non-LAC have been well established by research. However, a small minority of LAC do achieve positive outcomes despite having experienced a number of risk factors. It is the process of resilience which is thought to enable individuals to experience positive outcomes. This study focused on…

In this article, the authors examine the psychometric properties of the Student Risk Screening Scale (SRSS), including evaluating the concurrent validity of the SRSS to predict results from the Systematic Screening for Behavior Disorders (SSBD) when used to detect school children with externalizing or internalizing behavior concerns at three…

The present study investigates the association between students' Eysenckian personality traits and their perceptions of teacher interpersonal behavior. A sample of 273 Cypriot public primary school fifth and sixth graders, as well as their teachers participated in the study. Students completed a three-part self-report questionnaire of: (a) a…

The goal of this mixed methods study was to explore differences among teachers (n = 52 special education teachers, n = 195 general education teachers, and n = 30 gifted education teachers) on their perceptions of students with disabilities and their willingness to refer them to a gifted and talented program. In this follow-up to an earlier work,…

Background: Confirmatory factor analysis (CFA) was used to determine if oppositional defiant behavior (ODB) toward adults and oppositional defiant behavior toward other children were constructs distinct from each other as well as from attention-deficit/hyperactivity disorder-hyperactivity/impulsivity (ADHD-HI), attention-deficit/hyperactivity…

This exploratory study examined the relationships between five predictor variables identified by the literature (age, years of special education teaching experience, level of emotional behavioral disorders (EBD) preparation, principal support, and principal feedback) and two higher order terms (age and years of special education teaching…

The study aims at developing and validating a brief, easy-to-use screening instrument for teachers to predict externalizing disorders in children and recommending them for timely referral. The scores are compared between Dutch and non-Dutch immigrant children and a significant amount of cases for externalizing disorders were identified but sex and…

Over the past few decades, the reported number of children identified as having one of the Autism Spectrum Disorders (ASD) has increased exponentially. One proposed reason for the dramatic increase in the prevalence of ASD is diagnostic substitution, whereby children with other disorders incorrectly receive a diagnosis of ASD. Little research has…

The cognitive behaviour therapy (CBT) emphasis on treatment relevance in assessment, and on evidence-based intervention, has led to an increasing focus on problem maintenance factors (vs. precipitants) in both its models of psychopathology and in its individual case formulations. This article describes the reasons for this growing focus, and…

An empirically supported treatment for children with disruptive behavior disorders, Parent-Child Interaction Therapy (PCIT), has received increased interest from policymakers and mental health administrators regarding its cost-effectiveness (i.e., ratio of treatment costs to behavior gains). This paper examines the projected costs and treatment…

Background: Inpatient aggression in treatment facilities for persons with intellectual disability (ID) can have aversive consequences, for co-clients and staff, but also for the aggressors themselves. To manage and eventually prevent inpatient aggressive incidents, more knowledge about their types and characteristics is necessary. Method: In four…

Advances in neuroscience are providing fresh insights about emotional and behavioral problems of children and youth. However, the flood of brain-related articles is a mixed blessing. Some popular authors on the brain, as well as certain researchers, take a very narrow view of attributing complex social problems to brain disorder. The effect is to…

Orbitofrontal cortical (OFC) dysfunction has been repeatedly involved in obsessive-compulsive disorder, but the precise significance of this abnormality is still unclear. Current neurocognitive models propose that specific areas of the OFC contribute to behavioral regulation by representing the anticipated affective value of future events. This…

The number of young children who demonstrate chronic problem behaviors placing them at high risk for the future development of emotional and behavioral disorders is increasing. These children's problem behaviors often exist prior to entering school and become apparent as they interact with their parents at home. In fact, researchers have suggested…