The scant data available suggest there is a critical need for improving service delivery within alternative education (AE) settings for children and youth with emotional and behavioral disorders (E/BD). A promising approach for improving student outcomes in AE settings is school-wide positive behavior interventions and supports (SWPBIS), an…

The purpose of this study was to compare the behavior outcomes of kindergarten (n = 20), first-grade (n = 20), second-grade (n = 20), and third-grade (n = 20) students in a large urban Midwestern school district returning to school after receiving out-of-school suspensions for violent and/or aggressive behaviors with the behavior outcomes of same…

In the current study, we examined longitudinal changes in, and bidirectional effects between, parenting practices and child behavior problems in the context of a psychosocial treatment and 3-year follow-up period. The sample comprised 139 parent-child dyads (child ages 6-11) who participated in a modular treatment protocol for early-onset ODD or…

We conducted a meta-analysis of 22 video modeling intervention studies that included 49 preschool children diagnosed with autism spectrum disorders. Using the Nonoverlap of all pairs ("NAP"), an index of data overlap between phases in single-case research, we calculated effect size. Effect sizes for subgroups were also calculated. The…

This article reports the results of a systematic review of the emerging research on programs and services designed to meet the needs of students with ASD. For the purposes of this review, only articles that included data on program outcomes were included. A total of eight studies that met this criterion were identified. These studies included…

The purpose of this study was to investigate the effect of the Rational Emotional Behavioral Therapy Based Adjustment Training on the adjustment level of undergraduates. Participants involved 30 undergraduates from different cities of Turkey. The data were collected using University Life Scale. This quasi-experimental study was conducted as a…

The present study is a large-scale randomized trial testing the efficacy of a family-school partnership model (i.e., conjoint behavioral consultation) for promoting behavioral competence and decreasing problem behaviors of students identified by their teachers as disruptive. The focus of this study is on student behavioral outcomes and the…

Many neurological and psychiatric disorders are characterized by deficits in cognitive flexibility. Modeling cognitive flexibility in mice enables the investigation of mechanisms underlying these deficits. The majority of currently available behavioral tests targeting this cognitive domain are reversal learning tasks that require scheduled food…

Based on the principles of applied behavior analysis (ABA), discrete trial training (DTT) is used to develop a new response to a stimulus. DTT is based upon the principle of breaking down behavior into discrete steps called a "single teaching unit" or learning trials. Trials are repeated several times with the learner receiving…

This research explores the possibility of providing a general guideline for the use of LEGO® SERIOUS PLAY® (LSP) in youth work and examining the experiences of the frontline youth workers in Hong Kong who have adopted LSP to engage youngsters, who have been experiencing enormous socioeconomic challenges in different aspects. A 12-session workshop…

This essay explores how and why English teachers, especially women, must unpack and honour the many facets of our autobiography that make up our experiences and identities in classroom practice. Drawing on the work of Jane Miller and Anne Turvey, it starts with a 'moment' with a Year 10 class. It calls for attention to be paid to the intensely…

The purpose of this study was to assess the perceived importance of specific contextual variables for initial implementation and sustainability of School-Wide Positive Behavior Support (SWPBS). A large, national sample of 257 school team members completed the "School-Wide Universal Behavior Sustainability Index: School Teams", a…

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

Repetitive behavior is a key characteristic of autism spectrum disorders. Our aim was to investigate the hypothesis that this abnormal behavioral repetition results from a tendency to over-rely on habits at the expense of flexible, goal-directed action. Twenty-four children with autism spectrum disorders and 24 age- and gender-matched controls…

Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested…