Research on aggression in the West has focused mainly on the dichotomy between proactive and reactive aggression, but not the co-occurring proactive-reactive aggression subtype, despite its prevalence. The authors investigated the differences in psychological and behavioral correlates among proactive, reactive, and proactive-reactive student…

This systematic review and meta-analysis evaluated the treatment effects of a behavioral family intervention, Stepping Stones Triple P (SSTP) for parents of children with disabilities. SSTP is a system of five intervention levels of increasing intensity and narrowing population reach. Twelve studies, including a total of 659 families, met…

Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large-scale national study on behaviour and focuses on the data from primary and secondary school students…

Background: Although children with intellectual disability (ID) seemed to be at increased risk for Attention deficit hyperactivity disorder (ADHD)/hyperactivity problems when assessed with parent report questionnaires and clinical interviews, there has been little attention to the associations between parent reports and observed child behaviours.…

Voluntary lateness and voluntary absence may be considered dysfunctional behaviours in schools. However, only few studies focus on the relationship between them and ethics. This study will explore the relationships between these behaviours and organizational ethics. Participants were 1,016 teachers. GLIMMIX procedure was used for a simultaneous…

Dealing with students' behavioral problems is one of the most pressing concerns facing educators today, and teachers are feeling inadequately equipped to meet the challenge. The objective of this research was to better understand prevailing delinquency problems in K-12 classrooms, and how teachers address them. Although calls to improve school…

This study investigates the reliability and validity of the Child Care Ecology Inventory (CCEI), a measure of the quality of family child care in the social domain. The CCEI focuses on research-based environmental features and caregiving practices for promoting positive social development in preschool-age children. A total of 198 family child care…

Prevent-Teach-Reinforce (PTR) is a collaborative, standardized process that was developed as a way to address identified barriers to completing effective functional behavior assessments (FBAs) in public schools. Current research literature documents the effectiveness of the PTR process in decreasing problematic behaviors and increasing social…

Objectives: This study examines the implementation and effectiveness of Parenting Wisely, an Internet-based parenting skills intervention. The study assesses whether parents benefit from Parenting Wisely participation and whether the delivery format influences program effectiveness. Method: This study uses a quasi-experimental design.…

This study examines whether the Communities That Care (CTC) prevention system influences targeted risk and protective factors and the subsequent development of problem behaviour among adolescents (12-18 years) in the Netherlands. In this quasi-experimental study of ten communities (five experimental, five control), adolescent outcomes were…

Torey Hayden's teacher stories are first-person accounts of being a teacher in classrooms for students with emotional and behavioral disorders. Hayden's books offer readers a real-world look at the joys and challenges of teaching children whose lives are marked by emotional and behavioral disorders, child abuse and trauma, anger and defeat.…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

In this article, the outcomes of The Happy Kids project, a strategy to improve the social and emotional well-being of primary school students, were examined. Results indicated that the Happy Kids program had demonstrated positive social and emotional outcomes for students in all schools, in particular, a positive impact upon students' confidence,…

Understanding how labels and prior training affect teachers of students with a disability is a step toward creating effective educational environments. Two goals of the present study were to examine how teacher training (special education vs. general education training) and labeling of students (either as having attention deficit hyperactivity…

This study evaluated the efficacy of preschool Promoting Alternative Thinking Strategies (PATHS), an early years curriculum designed to improve children's social and emotional competence, and reduce problem behaviour. Fifty-seven children aged three to four years took part in the study over one academic year. The control group (Group 1) received…