Objective: The study aims to examine family functionality, emotion regulation difficulties, preference for loneliness, social exclusion, internalizing and externalizing disorders, and executive functions in children with Attention Deficit Hyperactivity Disorder (ADHD) and Cognitive Disengagement Syndrome (CDS) and compare with ADHD, and ADHD+…

Children with autism incur trauma and have increased vulnerabilities for experiencing trauma. This paper summarizes the current literature in the study of trauma in typically developing children and those with autism. A treatment model for children with autism, drawing on components from cognitive behavior therapy (CBT), trauma-focused CBT, and…

This article addresses six concerns raised by physical education teachers regarding working with children with Autism Spectrum Disorder: 1. Creating Engaging Programs; 2. Distracting/Negative Peer Relationships; 3. Emotional Regulation Difficulty; 4. Communicating the Task; 5. Narrow Focus and Adherence to Routines and Structure; and 6. Need for…

The educational inclusion of children with Autism Spectrum Disorder (ASD) can be challenging, due to behavioural issues. Scant research has been conducted to investigate behavioural interventions for students with ASD in the Chinese context. Since special education in China varies greatly from that in western countries such as Australia,…

Purpose: This study examined the impact of using a collaborative process with person-centered teams and a functional assessment of problems in the workplace to design individualized goals and self-management interventions to support young adults with disabilities. These young adults had achieved employment through a customized employment process…

This article describes intensive behavior intervention that is used with students who have behavioural difficulties. Joseph H. Wehby and Lee Kern report on 35 years of research in this area and note two conclusions: (1) Students with significant behavioral difficulties, including those with emotional disturbance (ED), have among the poorest social…

Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…

The purpose of this literature review was to analyze the research on parent-implemented functional assessment (FA)-based interventions for reducing children's challenging behaviors. Thirteen studies met the review inclusion criteria. These studies were analyzed across independent variables, types of parent coaching and support provided,…

The Screening for Understanding: Initial Line of Inquiry was designed to be used in conjunction with the child study team planning process for dealing with continuous problem behaviors prior to conducting a formal functional behavioral assessment. To conduct the initial line of inquiry a one-page reproducible screening matrix was used during child…

Routine life stressors can trigger anger and violence with children who have poor emotional regulation. This article describes "Response Ability Pathways" (RAP) strategies that equip youth in managing these daily challenges. The strategies require establishing steps to gain the young persons trust and providing alternative methods to…

When, despite their best efforts, teachers feel defeated by a disruptive student, it seems they're fighting a losing battle. These students often have trouble regulating their emotions, become inflexible and have outbursts, and leave teachers feeling exhausted and incompetent. Through their collaboration, the authors have developed an approach…

School disengagement is linked to a lack of opportunities for students to fulfill their needs for independence and self-determination. Young people have little say about what, when, where, and how they will learn, the criteria used to assess their success, and the content of school and classroom rules. Traditional behavior management discourages…

There are many instructional approaches that had been arranged in special education, especially with learning disabilities. Although the field of learning disabilities has been a safe harbor for dozens of techniques, a number of others had been beached. It is regrettable that data rarely played a role in whether a technique was dispatched or…

Students with emotional and behavioral disorders (E/BD) present unique challenges to the families and educators supporting them. Even though families and educators report that behavioral issues can be identified by age 3 (Walker, Ramsey, & Gresham, 2004), the commonly used wait-and-see approach to intervening results in children with E/BD not…

The Individuals with Disabilities Education Act (IDEA) mandates the implementation of a behavior intervention plan based on a functional behavioral assessment when a student's behavior necessitates disciplinary actions. However, IDEA does not provide any clear guidelines as to what the plans should contain nor how they can address behaviors that…