Students who are socially competent are more likely to experience school success than those who are not. Students with social deficits experience frequent failures with both peers and adults and often require explicit social skills instruction. Because social skills instruction programs taught in isolation rarely result in successful skill…

Objective: To investigate the relationship between ADHD symptoms and impairment among adults diagnosed as having ADHD in childhood (ages 6-12). Method: Clinicians blindly interviewed 121 White males; the mean age was 41 years across the sample. "DSM-IV" adult ADHD behaviors were systematically rated, and impairment resulting from…

This study examined how a contextual approach to child assessment can clarify the meaning of informant discrepancies by focusing on children's social experiences and their "if...then" reactions to them. In a sample of 123 children (M[subscript age] = 13.30) referred to a summer program for children with behavior problems, parent-teacher…

The links between children's externalizing behaviors and two characteristics of children's social interactions within the classroom, namely, peer social preference and received support from the teacher, were studied in 570 children followed from their 2nd- to 3rd-grade years of elementary school. Data consisted of peer and teacher reports of…

Based on longitudinal multilevel modeling and using a multi-informant strategy, this study examines trajectories of externalizing problem behavior (EPB) in childhood as predicted by parental behavior (absolute level of parenting [ALP] and parental differential treatment [PDT]), parental self-efficacy (PSE), child personality and sibling…

This study uses data from 2,309 biological fathers who participated in the Fragile Families and Child Well-Being Study (FFCWS) to examine associations between psychosocial characteristics and levels of corporal punishment (CP) toward their 3-year-old children over the past month. Results indicate that 61% of the fathers reported no CP over the…

A decision model was used to systematically construct function-based interventions for the disruptive behaviors of three young children (ages 3.75-4.75 years) receiving special education services in inclusive preschool settings. The study was conducted in three phases. In Part 1, descriptive functional behavioral assessments (FBAs) were conducted.…

Reports of co-morbid symptoms of ADHD in children with ASD have increased. This research sought to identify ADHD-related behaviours in a sample of children with ASD, and their relationship with the ASD triad of impairments and related cognitive impairments. Children with ASD (n = 55) completed a comprehensive cognitive assessment whilst a…

Preschool children have long been a neglected population in the study of psychopathology. The Achenbach System of Empirically Based Assessment (ASEBA), which includes the Child Behavior Checklist/1.5-5 (CBCL/1.5-5) and the Caregiver-Teacher Report Form (C-TRF), constitutes the few available measures to assess preschoolers with an empirically…

Children who are looked after experience significantly higher levels of social, emotional and behavioural difficulties than children who live with their family of origin. Such difficulties tend to be pervasive and can have detrimental consequences for placement stability, and ultimately for the child's ability to reach their potential. Government…

Drawing from the National Center for Early Development and Learning (NCEDL) Multi-State Study of Prekindergarten and the State-Wide Early Education Programs Study (SWEEP), this study examined the effects of classroom and teacher variables on social-emotional development in prekindergarten. Results indicated that prekindergarten teachers rated…

Objective: Based on the data obtained through Child Protective Services (CPS) case records abstraction, this study aimed to explore patterns of overlapping types of child maltreatment in a sample of urban, ethnically diverse male and female youth (n= 303) identified as maltreated by a large public child welfare agency. Methods: A cluster analysis…

Parents and professionals typically report problem behavior as a significant concern for children with fragile X syndrome. In the present study, the authors explored whether behaviorally based interventions would result in a reduction in problem behavior and an improvement in quality of life for 3 children with fragile X syndrome and their…

Students with high-functioning autism and/or Asperger Syndrome (HFA/AS) are characterized by difficulties with communication as well as impairments in social interaction skills. Students with HFA/AS have been shown to generate solutions that are lower quality (e.g., less socially appropriate) than those of their typical peers and also to have…

Solution-focused brief therapy (SFBT) is a form of behavior therapy that focuses on evoking desired behavior rather than on the existing problem behavior. To illustrate the use of this form of therapy, the authors undertook a study of 10 case studies of applications of SFBT with people with a mild intellectual disability (MID). For all 10 cases,…