Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants…

Objective: The study examined the effects of therapeutic alliance (TA; relational bond, task collaboration) on externalizing behavior outcomes, how TA can operate differently when children are seen in individual versus group sessions, and how therapist-child disagreement in perceptions of TA affects outcomes. Method: 360 children (ages 9.2 to…

The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The…

This study used a single-case design to investigate the effectiveness of Daily Behavior Report Cards (DBRC) in addressing elementary school children's disruptive behavior. The study, conducted in a German elementary school, involved ten second-grade students identified by their teachers as exhibiting disruptive behaviors. The procedures included…

The purpose is to test the applicability of the Positive and Negative Affect Scale (PANAS) to Chinese children with intellectual disabilities. The study was done by distributing the questionnaire to the parents through teachers online. Asked the parents to fill out the scale based on their observations of their children's daily life. The…

Urban elementary school teachers face many challenges in the classroom. Addressing challenging student behaviors is one of these challenges. Challenging student behaviors, which include disruptive behaviors such as noncompliance and verbal aggression, can impede student engagement, and if students are not engaged, their learning is stymied.…

Undesirable behavior happens in schools and has often been punished by suspending and expelling students who misbehave. Exclusionary practices like these deprive students of educational opportunity and have not been shown to improve behavior or school climate. Negative consequences include the school to prison pipeline, which refers to a…

Schools need effective, sustainable implementation strategies to support teachers in using effective Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral interventions in the classroom. This paper describes an iterative, community-partnered process of developing implementation resources to support teachers in using Tier 1 and 2…

We explored how teachers perceived challenging behavior in contrast to behaviors that exemplify social-emotional competence, and how descriptions of behavior varied based on child demographics such as gender, race/ethnicity, and disability status. Using a DisCrit lens, we conducted this study under the assumption that perceptions of behavior may…

Social exclusion, a pervasive and impactful phenomenon particularly prominent during preadolescence, has traditionally been construed through a moral deficiency lens. This study departs from prevailing research trends, casting a novel light on the phenomenon in the context of normative moral development. It elucidates the role of social exclusion…

Background: Stepping Stones Triple P (SSTP) is a complex parent-mediated intervention aimed to reduce behaviours that challenge in children with moderate to severe intellectual disabilities, aged 30-59 months. Methods: To formulate a comprehensive understanding of SSTP implementation in the UK, we conducted a process evaluation collecting…

Temperament and externalizing problems are closely linked, but research on how they codevelop across adolescence remains sparse and equivocal. Reinforcement sensitivity theory (RST) provides a useful framework for understanding temperament and externalizing problems associations. During adolescence, oppositional problems are posited to be linked…

The literature has identified the use of data-based, problem-solving as an essential element in the promotion of positive behavior interventions and supports (PBIS) within the classroom. The Components of a Successful Classroom (CSC) tool is an instrument which has undergone initial validation to support its use for measuring critical features of…

A quantitative correlational design was used to examine the correlation between classroom management strategies toward students' disruptive behaviors and their relationship on teachers' emotional well-being. The Classroom Management Questionnaire (CMQ, Diaz et al., 2018) and the Teacher Subjective Wellbeing Questionnaire (TSWQ, Renshaw et al.,…

This article examines alternative and supplementary ways in which theorists and researchers have sought to account for bullying behavior among students in schools. Contemporary explanations acknowledge the variety, complexity, and interactivity of both person and environmental factors in determining acts of bullying in schools. Two explanatory…