Objective: To evaluate measures of cardiac activity and reactivity as prospective biomarkers of treatment response to an empirically supported behavioral intervention for attention-deficit/hyperactivity disorder (ADHD). Method: Cardiac preejection period (PEP), an index of sympathetic-linked cardiac activity, and respiratory sinus arrhythmia…

Evidence-based interventions are often unavailable in everyday clinical settings. This may partly reflect practitioners' assumptions that research evidence does not reflect "real-world" conditions. To examine this further, we systematically assessed the clinical effectiveness of parent management training (PMT) for the treatment of child…

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers' implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions to different situations.…

From an applied behavior-analytic perspective, aggression in people with intellectual disabilities is mostly maintained by social reinforcement consequences. However, nonsocial consequences have also been identified in functional assessments on aggression. Behaviors producing their own reinforcement have been labeled "automatic" or "nonsocial" in…

In South Korea, there has been a rapid increase in challenging behaviors and other social-emotional difficulties at the early childhood level. Korean early childhood educators' perspectives and strategies to address young children's social-emotional competencies and challenging behaviors were investigated. Overall, results suggest that many Korean…

This research reports on the application of aspects of a model of evidence-based practice (EBP) which were used to review a behaviour management programme. Special education practitioners employed at the Aotearoa/New Zealand Ministry of Education (MOE) drew from MOE principles and practices, as well as their professional expertise as they reviewed…

Everyone, including children with developmental disabilities, encounters stimuli they find aversive every day (e.g., the sound of a classmate tapping their pencil). These aversive stimuli may not be problematic for typically developing individuals, because they learn to behave in ways that allow them to escape or avoid this aversive stimulation.…

Emotional and behavioral problems assessed with the "Child Behavior Checklist" (CBCL) were analyzed from 2,739 Dutch children referred to Families First (FF) or Intensive Family Treatment (IFT) from 1999 to 2008, to examine time trends. From the year 2004 onward, six of the eight CBCL-syndrome scales yielded significant decreases from the…

The term "Special Needs" is one which is poorly defined in general and particularly nuanced in the Lifelong Learning Sector, where its meaning has been extended to incorporate economic and social needs in addition to the more "traditional" interpretation of the term. Although the sector apparently operates inclusively,…

Reinforcing an alternative response in the same context as a target response reduces the rate of occurrence but increases the persistence of that target response. Applied researchers who use such techniques to decrease the rate of a target problem behavior risk inadvertently increasing the persistence of the same problem behavior. Behavioral…

Background: Although secure residential care has the potential of reducing young people's behavioral problems, it is often difficult to achieve positive outcomes. Research suggests that there are several common success factors of treatment, of which the client's motivation for treatment and the quality of the therapeutic relationship between…

The present study examined teachers' domain-specific self-efficacy (TSE) in relation to individual students with a variety of social-emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students' externalizing, internalizing, and prosocial behaviors as…

A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary…

Applied behaviour analysis (ABA)-based programmes are endorsed as the gold standard for treatment of children with autistic spectrum disorder (ASD) in most of North America. This is not the case in most of Europe, where instead a non-specified "eclectic" approach is adopted. We explored the social validity of ABA-based interventions with…

In our previous research (Benner, Nelson, Sanders, & Ralston, 2012), elementary schools were randomly assigned to either a primary-level behavior intervention directed at externalizing behavior (treatment, n = 7 schools) or to business-as-usual condition (control, n = 6 schools). A screening procedure was used to identify K through 3-grade…