Anxiety is present in high rates in both children and adults on the autism spectrum. An increasing number of studies have highlighted the potentially important role that intolerance of uncertainty may have in anxiety for those on the spectrum, as well as their interrelationships with sensory sensitivities and repetitive behaviours. In response to…

Small group social skills training (SST) is recommended to improve the social behavior and peer relations of rejected children, but child responses vary. This study explored variation in intervention experiences that emerged in a large study of a school-based SST program for peer-rejected children and associations with program outcomes. One…

This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors,…

The present study examined boys' race in moderating the association between teacher-child relationship quality, measured by closeness and conflict, and boys' language gains and conduct problems change scores during Pre-K. The study was conducted using data from the National Center for Early Development and Learning's (NCEDL) Multi-State Study of…

Background: While the relationship between speech, language and communication needs (SLCN) and mental health difficulties has been recognized, speech and language therapists (SLTs), and mental health professionals face challenges in assessing and treating children with these co-occurring needs. There exists a gap in the evidence base for best…

Smith-Magenis syndrome (SMS) is a rare genetic syndrome. Students with SMS have a neurobehavioural phenotype which has been characterised as challenging for both parents and teachers. Challenging behaviour often has a negative impact on the person's learning ability and is a hindrance in the learning environment. Challenging behaviour also impacts…

This tribute to Albert Bandura shows how his lifetime of work on Social Cognitive Theory (SCT) has contributed to a greater understanding of school bullying. Managing children and adolescents' problematic behavior is a major challenge for schools with reducing bullying a priority. Here, the principles of SCT relevant to school bullying are…

Universal screening of students is increasing as programs are implemented for improving social emotional learning (SEL) skills. Assessments used to conduct SEL screenings focus on social emotional strengths; however, such assessments can provide a broader characterization of students' wellbeing by concurrently screening for emotional behavior…

There is growing evidence of the effectiveness of the pyramid model (PM) in promoting young children's social-emotional competence and reducing challenging behaviours. In the province of Quebec (Canada), as in many other regions, many children with special needs are integrated into early childhood settings where educators have not had specific…

This qualitative case study involved addressing rates of general education elementary school teachers with 0 to 5 years of teaching experience who referred students with disabilities to the office for their behavior, which were twice as often as nondisabled students. Based on the conceptual framework of Weiner's Attribution Theory, teacher's lack…

This study investigated Principals' Perception of misconduct among Secondary School teachers in Delta State. Four research questions and four hypotheses were formulated to guide the study. The instrument used for collection of data was tagged "Principals' Perception of Teachers Misconduct Questionnaire" (PPOTMQ). For content validity,…

The present study examined associations between parents' child-based worth, psychological control, parent-child relationship, and young children's behavioral problems in terms of internalizing and externalizing problems. A sample of Chinese parents (N = 285) of children aged 30-83 (M = 57.52, SD = 13.47) months completed questionnaires to report…

This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…

Naturalistic developmental behavioral intervention is an emerging class of interventions for young children with autism spectrum disorder. The present article is a meta-analysis of outcomes of group-design studies (n = 27) testing interventions using naturalistic developmental behavioral intervention strategies. Small, significant positive effects…

Background: Research indicates the value of active support in achieving good outcomes across a number of quality of life domains for people with intellectual disabilities. However, implementation is not easy, and little research has explored why. We aimed to identify some of the factors that impact on implementation of active support in supported…