Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are…

Bullying and victimisation are extremely damaging behaviours that are present in schools all over the world. However, there is little research on the involvement of students with emotional and behavioural disabilities in the bullying dynamic and their risk and protective factors. Following the PRISMA guidelines, the search terms were entered in…

The transition from high school to adulthood is challenging for many students, but particularly for students who hold membership in marginalized populations. College and career readiness (CCR) supports can help students with intellectual and developmental disabilities (IDD) and emotional and behavioral disorders (EBD) and those who have had…

This study compared maternal responsiveness to children with two neurodevelopmental disorders sharing different but, in some cases, overlapping social phenotypes--Williams syndrome (WS) and autism spectrum disorder (ASD)--and explored the relations between maternal responsiveness and child emotional/behavioural problems (EBP). The sample included…

Introduction: Although the Aberrant Behavior Checklist (ABC) is one of the most widely used behavioral rating scales among people with developmental disabilities, very few studies have examined the factor structure of the non-English versions. Methods: The construct validity of the Norwegian ABC was examined in a clinical sample of children and…

Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance…

The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer…

Some individuals with developmental disabilities and emotional disorders may engage in challenging behavior that can result in the use of aversive procedures and/or seclusion from typically developing peers. They may also engage in low levels of physical activity. One way to decrease challenging behaviors while increasing overall levels of…

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer…

Chromosomal microarray analysis (CMA) has emerged as a powerful new tool to identify genomic abnormalities associated with a wide range of developmental disabilities including congenital malformations, cognitive impairment, and behavioral abnormalities. CMA includes array comparative genomic hybridization (CGH) and single nucleotide polymorphism…

Roughly 54 million people with disabilities live in the U.S., and there are many more millions of people with disabilities around the world. Not surprisingly, differences among and between people with disabilities are often as notable as differences between people with and without disabilities. While the lack of homogeneity among people with…

The Triple P Positive Parenting Program is a multilevel parenting program to prevent and offer treatment for severe behavioral, emotional, and developmental problems in children. The aim of this meta-analysis is to assess the effectiveness of Triple P Level 4 interventions in the management of behavioral problems in children by pooling the…

This study investigated the social integration of fifth-grade children with emotional disabilities in the educational setting. Results suggest that children with emotional disabilities benefited from their participation in the school setting. Able children participating in the study also benefited from their interaction with special-needs…

Interviewed parents of 20 preschool children with Autistic Disorder with the "Vineland Adaptive Behavior Scales, Interview Edition Survey Form," upon admission to an intensive educational program. Results showed the Vineland was sensitive to changes in children's adaptive functioning. Suggests it is useful in assessing educational…

This paper discusses the assessment of psychiatric and behavior disorders occurring in people with developmental disorders and the problems arising when such behavior results in offenses against the law. The paper argues that a multidisciplinary approach is needed in such cases, given the complex interaction among possible brain pathology,…