Many autistic people reportedly engage in camouflaging to navigate everyday social interactions; however, the function of this behavior remains largely unknown. We hypothesized that autistic people camouflage more toward neurotypical others than toward autistic others, employing it as a strategy to "fit in" within the…

Feedback seeking is a proactive process through which students solicit performance-relevant information from their environment. Students' motivation to seek feedback predicts their related perceptions and behaviours. However, the motivational rationale for feedback seeking in higher education is not well understood. Here, we investigate the…

Generative artificial intelligence (GenAI) is reshaping the research paradigm of doctoral education, with growing evidence suggesting that the use of artificial intelligence (AI) tools could promote innovative behaviour among doctoral students. However, the use of AI tools in scientific research should be approached with special caution, as…

Purpose: Digital platforms and apps utilize a range of engaging features, structural guidance and algorithms to create and sustain immersive experiences. While immersion is crucial for captivation, initial adoption and early app use, limited research has explored its role in post-adoption behavior and habit formation. This study investigates these…

Our primary objective was to examine the extent to which moment-to-moment associations between preschool-aged children's behavior and maternal emotional support differed for mothers showing different levels of parasympathetic engagement. We used behavioral observations of maternal and child behavior and maternal changes in cardiac vagal tone…

This article describes a collaborative faculty research project developed to support a university preschool in their transition to becoming an inclusive programme. The project, conducted in the southeastern region of the United States, facilitated the development and implementation of the first two tiers of a system of Program-Wide Positive…

Students who display problematic behavior in schools are subject to punitive disciplinary responses, such as detention and suspension, which typically lead to more serious academic and behavioral difficulties. There is evidence that alternative responses to problematic behavior, such as Positive Behavior Interventions and Supports and mindfulness…

This study investigates differential effectiveness of teacher behaviour in relation to classroom composition by searching for the extent to which teachers exhibit the same teaching skills when they teach mathematics in different classrooms within a school year. Twenty-six teachers who taught mathematics in more than one classroom of the same age…

Teachers of inclusive early childhood education (ECE) are responsible for monitoring children's social skills achievement, and promoting social play between children with and without special educational needs (SEN). The Teacher Impression Scale (TIS) is an observational assessment developed for this purpose. This study aims to explore the social…

Management of classroom behavior is one of the primary responsibilities of teachers, yet teachers report they receive little to no training in this area. Research demonstrates that classrooms with poor behavior management lead to negative outcomes for students and teachers. Behavioral Skills Training (BST) may be an effective model for supporting…

Obsessive-compulsive disorder (OCD) and autism spectrum disorder (ASD) are neuropsychological disorders that can be challenging to students both academically and social-emotionally, especially when they occur together. Students with ASD can have co-occurring OCD, which can complicate social-emotional and academic outcomes. Teachers are in an ideal…

The end of the COVID-19 pandemic is in sight, but it brought tremendous challenges and opportunities to academia. This paper analyzes the equilibrium between teaching laxity and strictness and corresponding outcomes through the lens of the approach-avoidance framework. On one side, instructors are likely to allow flexibility in course policies and…

Establishing positive classroom expectations, or norms, that reflect the shared values of a classroom community (i.e., educators, students, families) is an important step toward creating a positive teaching and learning environment. This brief provides guidance for creating and using a classroom teaching matrix to explicitly identify, define, and…

For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…

For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…