Some of the worst long-term outcomes of children are associated with the presence of both externalizing behavior and low academic achievement. Additionally, trajectories of externalizing problem behavior have shown that when children enter kindergarten with problem behavior, it tends to persist and is often associated with low academic…

In response to patterns of educational inequity, many schools implement system-wide behavioral frameworks to reduce exclusionary discipline. School-wide positive behavior supports (SWPBS) is one such framework that supports socially appropriate behavior by enhancing the capacity of schools to implement research-validated practices. However, there…

A national survey of 350 student conduct administrators set out to determine the ways in which the changing nature of their profession affected their personal lives, professional work, and beliefs about the profession of college discipline. The Concerns About Litigation Survey for Student Conduct Professionals revealed significant differences in…

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students' social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student's ability to process and utilize social-emotional information and use…

Measures implemented globally to minimize spread of the coronavirus disease 2019 (COVID-19) resulted in significant changes for families. Since children's developmental processes occur within an environmental context, examining how parenting practices and child behavior may have changed during COVID-19 is important to supporting children and…

Restricted or repetitive behavior (RRB) is common for individuals with visual impairment (VI), autism spectrum disorder (ASD), and intellectual disability. Previous reviews have suggested that VI may moderate the effectiveness of behavioral interventions to decrease RRB. A search of the single case literature resulted in 30 studies and 40…

Background: Middle school victimization and problem behaviors often co-occur, but little is known about patterns of co-occurrence, or how long effects persist into adulthood. Objective: Drawing on general strain theory, this study aimed to identify sex-specific profiles of victimization and problem behaviors during middle school, and their…

This study estimates how students suffering from parental conflicts could affect their classmates in Chinese middle schools. We show that children with quarreling parents are more likely to misbehave. Negative spillovers from these potentially troubled peers concentrate on students from economically disadvantaged families. With greater exposure to…

Teaching parents to serve as interventionists for their children is a common approach to enhance child learning. Research demonstrates that parents are able to implement evidence-based interventions with high integrity; however, there is limited research indicating the extent to which parents are able to maintain skills. We taught parents of two…

The purpose of this qualitative study was to examine the perceptions of kindergarten through second grade early career teachers (ECTs) as it pertains to behavior management in elementary Title I schools and the supports they perceive they need to effectively manage disruptive behaviors of their students. This study was accomplished by a) holding a…

Heterogeneous findings on the prevalence of emotional and behavioural difficulties (EBD) have been reported in Middle Eastern countries. Moreover, the prevalence of EBD among adolescents in Qatar is unknown, making it difficult to implement the necessary educational or psychosocial programs. This study used a cross-sectional methodology to assess…

Caregivers are often encouraged to praise children to reduce externalizing behavior. Although several theoretical perspectives suggest that praise works (e.g., praise reinforces positive behavior), others suggest it may not (e.g., children dismiss praise or experience it as controlling). This longitudinal-observational study examined whether (a)…

The Good Behavior Game (GBG) is a behavior intervention typically used in traditional classroom settings. This study tested the effectiveness of the Super Clean-Up Game, a modified version of the GBG, for youth with disabilities at a residential summer camp to increase productivity and strengthen the social skills of youth with disabilities. The…

The relationship between emotion regulation, social interaction and different types of restricted and repetitive behaviors is poorly understood. In the present study, structural equation modeling based on information about 239 individuals with autism was used to examine whether emotion regulation and social communication were associated with…

The present study examines the mediating role of parental burnout in the relationship between students' behavior problems and academic outcomes and whether this mediating process is moderated by parents' self-compassion (PSC). This study was designed according to a cross-sectional study model, and includes 821 Vietnamese primary students…