This study examined the relations between child internalizing behavior problems and social competence in a sample of young children (N = 166) with autism spectrum disorders (ASD) as they transitioned to early schooling. Previous literature suggested higher rates of comorbid psychopathology in this population of children; however, a limited number…

Along with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant…

Prevent-Teach-Reinforce (PTR) is a collaborative, standardized process that was developed as a way to address identified barriers to completing effective functional behavior assessments (FBAs) in public schools. Current research literature documents the effectiveness of the PTR process in decreasing problematic behaviors and increasing social…