Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Behavior and emotional problems are often present in very young children with autism spectrum disorders (ASDs) but their nosology has been the object of scant empirical attention. The objective of this study was to assess the construct validity of select "Diagnostic and Statistical Manual of Mental Disorders" ("DSM)"--defined…

Students with attention-deficit/hyperactivity disorder (ADHD) experience significant academic difficulties that can lead to numerous negative academic consequences. With a focus on adverse academic outcomes, this study seeks to disentangle variance attributable to ADHD from variance attributable to salient personal and contextual covariates.…

The psychometric properties of the Korean version of the Behavior Assessment System for Children-2, Self-Report of Personality, Child Form (K-BASC-2 SRP-C) are reported. A total of 1100 Korean children ages 8-11 years participated in the study to establish normative data. The results of this study generally supported the factor structure and…

This paper builds on sociological assumptions that teachers, schools and schooling may play an important role in the recognition and psychopathologization of particular boys as "difficult, disordered and disturbed". The data draw on ethnographic work combined with video recordings of everyday classroom practices in a special educational…

Considerable evidence supports the association between language learning difficulties and behaviour in young children and this is likely to be particularly true of children raised in social disadvantage. Less is known about the way that different aspects of language, specifically pragmatics, interact with behaviour. This study examines the extent…

There are many benefits for emerging adults, both financial and personal, in obtaining a General Education Development (GED®) credential (Ou, 2008). However, little is known about the correlates of GED® credential attainment in "disconnected" emerging adults attending GED® programs. Our goal was to examine whether externalizing…

Psychotropic medication use and its relationship to autism spectrum core features were examined in a well-characterized but nonstratified North American sample (N = 1605) of children/adolescents diagnosed with autism spectrum disorders utilizing the "Autism Diagnostic Observation Schedule" and the "Autism Diagnostic…

This article draws insight from a narrative inquiry to examine the complexities of educating immigrant students with disabilities in which language, culture, and disability collide. Issues related to language-in-education policy, teacher preparation, and the proportion and identification of culturally and linguistically diverse students were…

Students with Attention Deficit Hyperactivity Disorders (ADHD) can present unique behavioral and academic challenges within the school environment. The Response to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS) movements have sought to formalize intervention systems to address the needs of all children. An integral…

Objective: This study examined several questions about the diagnosis of attention-deficit/hyperactivity disorder (ADHD) in young adults using data from a childhood-diagnosed sample of 200 individuals with ADHD (age M = 20.20 years) and 121 demographically similar non-ADHD controls (total N = 321). Method: We examined the use of self- versus…

The current paper utilizes a bifactor modeling approach to evaluate the structure of attention-deficit/hyperactivity disorder (ADHD) in adulthood and assess developmental continuity of ADHD structure between childhood and adulthood. The study compared traditional one-factor, two-factor, three-factor, and second-order factor models of ADHD with a…

Enhanced semantic processing is associated with increased false recognition of items consistent with studied material, suggesting that children with poor semantic skills could produce fewer false memories. We examined whether memory errors differed in children with Attention Deficit/Hyperactivity Disorder (ADHD) and controls. Children viewed 18…

This study assessed the reading motivation of 133 students at individual grade levels (2nd-5th), who were divided in subgroups with and without reading disabilities/difficulties (RD) and with and without attention deficit hyperactivity disorder (ADHD). Major findings were that students in the RD subgroup had lower reading motivation (intrinsic,…

Objective: To describe clinically relevant effects of lisdexamfetamine dimesylate (LDX) on emotional expression (EE) in children with ADHD. Method: Children with ADHD participated in a 7-week, open-label, LDX dose-optimization study. Expression and Emotion Scale for Children (EESC) change scores were analyzed post hoc using two methods to…