Differences in motivation during adolescence relative to childhood and adulthood in autism was tested in a cross-sectional study. 156 Typically developing individuals and 79 individuals with autism ages 10-30 years of age completed a go/nogo task with social and non-social cues. To assess age effects, linear and quadratic models were used.…

This emerging technology report explores three-dimensional collaborative virtual learning environments (3D CVLEs) as an intervention modality with potential to foster development of knowledge and skills for people with autism spectrum disorder (ASD). Affordances and unique characteristics of 3D CVLEs are detailed and considered from the…

Background: When delivered in a safe space, programs effective in promoting positive youth development (PYD) involve key features termed the Big Three: (1) Positive and sustained adult-youth relationships; (2) Life-skill-building activities; and (3) Opportunities for youth contribution and leadership. However, no measures exist in the literature…

Introduction: As one of the most important requirements for healthy communication, empathy is vital in a great many occupations. Various studies have investigated the importance and level of empathy in various occupation groups. One of the leading occupations requiring strong empathic skills is teaching. Teachers need empathy to create an…

In the last decade, learning from computer-supported collaborative technologies has been combined with social media (SM) and this has gotten a lot of attention. Also, there is a growing body of literature that suggests that SM is gaining a lot of attention because it has the perceived pedagogical affordances that could be used as a potential tool…

Social and personal development is a very important area within child development. There are a number of researchers who provide empirical findings about this using art experiences in the early years settings. However, what is missing is a thorough investigation of different art forms and their effects in children's social and personal…

The study investigates child social competence a three different measurement levels (overall level, factor level, and item level), in a sample of parents and children participating in interventions towards emerging or present child problem behaviours. Parents of 550 children aged 3-12 (71% boys) evaluated social competence using the Home and…

Background: A successful transition from primary to secondary school for typically developing (TD) children is associated with academic and psychosocial outcomes. Children with developmental language disorder (DLD) tend to have pervasive needs in both of these domains, yet little is known about their experience of this transition. We have no…

Charlie has drawn on her experience of working with secondary pupils to produce this book. It provides a developmental series of lessons providing a wonderful programme. This resource comprises of seven sessions with comprehensive facilitator notes and copiable resources. Topics covered include: (1) feelings; (2) communication; (3)…

Direct Behavior Rating (DBR) is a tool designed for the assessment of behavioral changes over time. Unlike methods for summative evaluations, the development of progress monitoring tools requires evaluation of sensitivity to change. The present study aimed to evaluate this psychometric feature of five newly developed DBR Multi-Item Scales…

Early childhood adversity, particularly poverty, can be a source of chronic stress that contributes to emotion dysregulation at the start of formal schooling. Children's reactivity to novel challenges in the classroom is associated with externalizing behavior and subsequent difficulties developing academic and social emotional skills (Blair &…

Applied behavior analysis (ABA) interventions are delivered using a tiered-service model, in which supervisors with higher levels of experience, education, and certification oversee clinicians who provide direct intervention for individuals with Autism Spectrum Disorder (ASD). Despite the base of empirical support for ABA constructed over several…

The student co-teacher and co-mentor model introduced in this article seeks to promote learning, reflection, and critical thinking and to nurture students' intellectual curiosity through high academic standards and experiential learning, including community engagement and study abroad. Similarly, scholarship of teaching and learning research on…

Background: "Remaking Recess (RR)" is a school-based evidence-based peer social engagement intervention for autistic students. RR involves direct training and coaching with educators; however, educators face several barriers to implementation at both the individual- and organizational-levels. This protocol paper describes a multi-site…

Improving student achievement in marginalized communities requires an approach that goes beyond traditional academic strategies. In these communities, students often face multiple challenges, including economic instability, social inequality, and limited access to resources, which can impact their learning and development. One approach to…