Video modeling is a non-punitive, evidence-based intervention that has been proven effective for teaching functional life skills and social skills to individuals with autism and developmental disabilities. Compared to the literature base on using video modeling for students with autism and developmental disabilities, fewer studies have examined…

Children and adolescents who have survived complex trauma have suffered the type of ongoing and repeated traumatic experience that includes factors such as physical, sexual, and/or emotional abuse, significant neglect, and/or family violence. Complex childhood trauma (sometimes referred to as paediatric or child maltreatment-related post traumatic…

Social Stories are individualized short stories used to assist children and adolescents with autism spectrum disorders in understanding social situations by describing and explaining appropriate behavior and providing examples of appropriate responses. The purpose of this paper is to explore Social Stories when used with children and adolescence…

ASD research is at an important crossroads. The ASD diagnosis is important for assigning a child to early behavioral intervention and explaining a child's condition. But ASD research has not provided a diagnosis-specific medical treatment, or a consistent early predictor, or a unified life course. If the ASD diagnosis also lacks biological and…

Multiple schedules with signaled periods of reinforcement and extinction have been used to thin reinforcement schedules during functional communication training (FCT) to make the intervention more practical for parents and teachers. We evaluated whether these signals would also facilitate rapid transfer of treatment effects across settings and…

Background: Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the current review, the authors attempt to clarify how these cognitive-behavioural approach interventions may deliver their intended effects by examining the relationships between their aims,…

Symptoms of autism spectrum disorder may influence alliance in psychotherapy. This study examined therapeutic alliance and its relationship with child characteristics and anxiety treatment outcomes in youth with autism spectrum disorder. Youth (N = 64) with autism spectrum disorder and co-occurring anxiety (7-16 years, IQ > 70) received 16…

The vast majority of youth experiencing symptoms of a mental health (MH) disorder never access services. Barriers to access include unawareness of symptoms or where to get help, stigma, or lack of transportation or finances. Many school, family, and community collaboration models have begun to enhance access to MH supports. The present study…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBD). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

Preservice early childhood educators begin postsecondary programs with established beliefs about children, children's learning, and their roles as future educators. The present study examined 26 first-year students' beliefs about children, classroom practice, and guiding children's behavior. Participants completed the Teacher Beliefs Q-Sort…

Children with autism spectrum disorder (ASD) benefit from parent involvement in their therapy, and there is evidence that this involvement may improve parent functioning as well. We examined changes in parent mental health, parenting, and expressed emotion, following participation in a randomized controlled trial of cognitive behavior therapy for…

The study developed a typology of cyber- and traditional victimization. The sample consisted of 497 adolescents (ages 12-18) who took the 2013 School Crime Supplement of the National Crime Victimization Survey. Latent profile analysis (LPA) with a 3-step estimation procedure was employed, using school behavior management as a covariate and weapon…

Background: Maintaining an external direction of focus during practice is reported to facilitate acquisition of non-speech motor skills, but it is not known whether these findings also apply to treatment for speech errors. This question has particular relevance for treatment incorporating visual biofeedback, where clinician cueing can direct the…

Given the rise in prevalence of autism spectrum disorders (ASD) and the legal requirements for public school districts to implement evidence-based educational interventions, there is an increased need for school districts to train staff to implement these interventions with fidelity. The National Professional Development Committee (2014) and the…

Although behavioral management is one of the most challenging aspects of working in an afterschool setting, staff do not typically receive formal training in evidence-based approaches to handling children's behavior problems. Common approaches to behavioral management such as punishment or time-out are temporary solutions because they do not…