The purpose of this systematic review and meta-analysis was to synthesize the available research on the "Skills for Social and Academic Success" ("SASS") program, a school-based cognitive/behavioural intervention for adolescents with social anxiety disorder. A search of online databases, combined with reference list examination…

Background: Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods: One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing…

School-based programs designed to reduce problem behaviors, increase prosocial behaviors, and improve academic achievement have often been characterized as social-emotional learning or character development (education) programs. This longitudinal study investigated effects of such a program, called "Second Step", on observed problem…

School-wide positive behavioral interventions and supports (SWPBIS) is a systems-level framework for improving social and academic outcomes for students in schools through the use of integrated evidence-based practices. Although the effects of SWPBIS are well-documented in elementary schools, there is increasing interest in implementing SWPBIS in…

The purpose of this study was to explore the direct and indirect effects of SWPBIS on high school dropout rates. We used structural equation modeling methods to analyze the web of relationships among important high school level outcomes and SWPBIS in a large sample of high schools from 37 states. Results suggest that SWPBIS has statistically…

Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Clearinghouse guidelines, and treatment effect…

Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders. Currently, three human services…

The purpose of this case study was to examine the School-Wide Positive Behavior Support (SWPBS) impact on five selected student performance factors. A literature review revealed there have been many SWPBS research studies regarding traditional public schools. However, there have not been any published empirical SWPBS studies involving K-12…

The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M[subscript age] = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically…

Objectives: This study evaluated the efficacy of a novel psychosocial intervention (Collaborative Life Skills, CLS) for primary-school students with ADHD symptoms. CLS is a 12-week program consisting of integrated school, parent, and student treatments delivered by school-based mental health providers. Using a cluster randomized design, CLS was…

Given the prevalence of mental health difficulties among children and adolescents, schools have become a suitable context for providing psychological services to those who may otherwise go untreated. The co-occurrence of mental health impairments and academic problems has been widely cited, and many school mental health (SMH) programmes have begun…

In spite of research documenting the negative effects of punishment, most high schools and correctional facilities rely on punishment to establish order and compliance with rules and routines (Nelson, Sprague, Jolivette, Smith, & Tobin, 2009). One alternative to punitive consequences is School Wide Positive Behavioral Intervention and Supports…

High school is an important time in the educational career of students. It is also a time when adolescents face many behavioral, academic, and social-emotional challenges. Current statistics about the behavioral, academic, and social-emotional challenges faced by adolescents, and the impact on society through incarceration and dropout, have…

The Full Service Schools (FSS) reform model is an inter-agency collaboration between the District of Columbia Public Schools (DCPS), Choices, Inc., Insights Education Group and the DC Department of Mental Health. This comprehensive school reform model is based in the Response to Intervention paradigm and is designed to mitigate student academic…

Children from low-income families benefit remarkably from exposure to compensatory education that began with Head Start in 1965 and aimed to improve school readiness skills by design. While empirical evidence has supported more instructional time in elementary and secondary schools for low-income students, little is known that whether increasing…