Problem behavior is on the rise in schools, resulting in worsened outcomes for students and teachers. Limited research has examined administrators' causal attributions of problem behavior or alignment between teacher and administrator perceptions about student behavior; this is important given literature indicating that teacher and administrator…

Teachers feel inadequate to face pupils' behavioural problems in schools, yet teachers are expected to play significant roles in providing and supporting pupils' appropriate social behaviour. Unfortunately, teacher education in Finland and globally seems to offer little content for behavioural support, and in-service training sessions are filling…

Children with autism often display differences in functional and symbolic play and may experience barriers to social inclusion with peers in preschool settings. Therefore, interventions supporting social play between children with autism and their peers that can be feasibly implemented by teachers in inclusive settings are needed. A…

Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition that impacts approximately 5% of children worldwide. Children with this ADHD often struggle with behavioural issues that disrupt their ability to meet the demands of learning in educational settings. This research aims to identify the motivational…

The daily report card (DRC) is a commonly used behavioral intervention in which teachers rate child performance on target goals and parents provide home rewards based on the child's performance. The current study investigated associations between child externalizing problems, empathy, and specific components of the DRC: (1) types of DRC goals that…

Purpose: Disruptive behavioural disorders (DBD) of children are a major concern for teachers while engaging in the classroom. Correspondingly, primary school teachers should be well-equipped to manage child learners with DBD. This study explored what factors influence primary school teachers' access, utilisation and appraisal of vital health…

We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman & Wells, 2002a) for middle schoolers, called the Early Adolescent Coping Power (EACP) Program (Bradshaw et al., 2019) to determine the impact of EACP on adolescents' mental health outcomes, as indicated by student self-reported…