The School Refusal Assessment Scale--Revised (SRAS-R) is a self-report measure designed to assess four functional factors of school refusal behavior: avoidance of stimuli that provoke negative affectivity (Factor I), escape from aversive social and/or evaluative situations (Factor II), pursuit of attention from significant others (Factor III), and…

A dyadic microanalysis approach was used to examine emotion coregulation processes in mother-child interactions in relation to children's maladaptive behaviors. Seventy-two mother-child dyads (46 children with Autism Spectrum Disorder (ASD); 26 neurotypical children) were previously videotaped in a semi-structured play procedure at home and…

Functional communication training (FCT) is a commonly used, often recommended intervention that involves teaching a functionally equivalent communicative response to replace challenging behavior. The purpose of this literature review was to evaluate the strength of the evidence for the use of FCT. A systematic review of the literature resulted in…

Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…

Families that have children with ASD may experience increased stress due to a variety of factors, one of these factors being managing difficult behaviors. One area of behavioral difficulty that children with ASD experience is transitioning between activities. The Social Story is one intervention that has been studied as a transition support both…

In the context of best practices consultation with high needs teachers, we examined (1) relations between teachers' appropriate response to student rule violations and rates of rule violations, and (2) rates of student misbehavior among teachers who do and do not achieve various benchmarks of integrity and/or growth in skills. Participants were 48…

Over the years, Catholic schools have been particularly committed to the formation of sound character, including the acquisition of self-discipline. Researchers at the Thomas B. Fordham Institute wanted to know whether students in Catholic school actually exhibit more self-discipline than their peers--and if so, what those schools can teach other…

Noise, although ubiquitous, is seldom considered as a factor that may impede learning. In South Africa, most learners are multilingual and learn in English, which is their second language. Most noise studies have been conducted in the Global North, where the school context differs from the Global South. In this article, using questions selected…

Parents of children on the autism spectrum are important members of their child's early intervention team, yet there are multiple barriers to translating evidence-based parent-mediated interventions in Mexico. We examined early intervention needs in the Mexican population and compared these needs to those of the Latinx Spanish-speaking population…

Emerging research suggests that adolescents at high-achieving schools (HAS) in Western societies are at elevated risk for problem behaviours. This cross-sectional study explored whether adolescents attending HAS in a non-Western setting show similar risk patterns and if contextual (school-, family-, and peer-based) factors typically associated…

Approximately one in 10 children in the United States is diagnosed with attention-deficit/hyperactivity disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we…

This longitudinal study examined the moderating roles of language use and gender in the relations between maternal depressive symptoms and child internalizing behaviour problems in 242 preschool children (48% girls) enrolled in Head Start centres. Teachers and parents completed the "Child Behavior Checklist for Ages 1 1/2-5." Mothers…

During early childhood, economically disadvantaged children can experience challenges that affect their social-emotional, language, and physical health development across the lifespan. Psychologists have tested several interventions to address developmental problems during early childhood, but information about the degree to which economically…

Growing evidence demonstrates associations between child race, teacher-child race match, and teacher ratings of externalizing behaviour problems in the early years of school. The present study deepens understanding of the relations between child, teacher, and classroom racial factors and teacher-reported externalizing behaviours by examining…

During this COVID-19 pandemic, the community, especially students, experienced anxiety due to the uncertainty that occurred. To cover it up, self-handicapping is the most common option. People in the eastern culture, such as Indonesia, prefer to achieve social achievement (SAch) goals than academic achievement (AAch) goals in motivation. This…