Background: Exposure to multiple stressors and lack of access to resources place rural children at high risk for adverse consequences. Family Stress Model guided this study to examine relations between two stressors--food insecurity and maternal depressive symptoms, and behavior problems among younger and older rural children. Objective: To test…

Using contingent praise is a proactive strategy for increasing on-task behaviors in special education classrooms. Although there is large body of literature supporting the use of praise to decrease challenging behaviors and increase desirable behaviors, a consensus on how much praise is needed has yet to be reached. In an effort to identify…

The study investigated lateness as a recurrent problem among secondary school students in Akoko South East Local Government Area of Ondo State. Four hypotheses were formulated and an instrument titled "Cause of Lateness to School Questionnaire" (COLTSQ) used to gather data for the study. The instrument had a reliability coefficient of…

There is a significant increase of children diagnosed with autism spectrum disorder (ASD); therefore, parents, educators, and specially trained instructional resource teachers need to come together to provide effective programming for these children. This paper provides a number of strategies and educational methods to assist educators in…

Intelligence tests and adaptive behavior scales measure vital aspects of the multidimensional nature of human functioning. Assessment of each is a required component in the diagnosis or identification of intellectual disability, and both are frequently used conjointly in the assessment and identification of other developmental disabilities. The…

Youth who experienced abuse may have significant differences from non-abused youth in social and academic development. Often research including abused adolescents focuses on youth in foster care, which limits the ability to generalize findings outside the foster care population. The current study compared social development and educational…

This is the first comprehensive clinical introduction to using a time-limited mentalizing approach for working with children, ages 5 to 12, who experience emotional and behavioral problems, including anxiety, depression, and relational difficulties. Mentalization-based treatment (MBT) promotes a child's ability to make sense of their own mind, and…

This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that…

An autism spectrum disorder can result in considerable stress and confusion for parents as they attempt to understand their child's problems and obtain a diagnosis. Few studies have explored the parental experience in the context of Chinese culture. The purpose of this study was to understand the experiences of parents in Taiwan of children…

Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…

Mental health service utilization research is needed for students who are likely to receive school mental health services, yet little research exists for adolescents experiencing emotional/behavioral problems and school impairment. This study addressed this gap using secondary data analyses conducted on baseline data from a large trial testing…

The current study examined the effects of parent-child and teacher-child relationships on behavior regulation of children at risk. In particular, the amplifying or attenuating effect of one context (i.e., teacher-child relationships) for another context (i.e., parent-child relationship) on children's behavior regulation was examined. Participants…

A promising development in school-based prevention and intervention science is the use of applied social-psychological concepts to improve students' experiences and outcomes in school. Mounting evidence from rigorous studies supports the efficacy of theoretically informed interventions grounded in social psychology, including growth mindset and…

A teacher's authority in a classroom is no longer assumed--it has to be earned. Without establishing a baseline of rapport and mutual respect, cultural misunderstandings between teachers and students can devolve into chaos. Gabriel Benn, hip-hop artist and former school teacher and administrator, shares real-life examples of how rapport can go…

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…