Behavioral parent training (BPT) is considered a frontline intervention for challenging behaviors in early childhood. Research on outcomes in behavioral parent training include an emphasis on participant engagement, defined as attendance, cognitive readiness, and task completion (Chacko et al., 2016; Gearing et al., 2014; Nock & Ferriter,…

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent-teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and…

Studies showed that children with Developmental Disabilities (DD) have communication and social difficulties; consequently, they are more likely to display disruptive behaviors. During daily interactions, disruptive behaviors can pose difficulties for individuals such as siblings, peers, parents, and educators. In KSA, parental involvement in…

Prevent, Teach, and Reinforce for Families (PTR-F) has been found effective in increasing parents' use of positive behavior support (PBS)-based strategies and decreasing children's challenging behavior. However, only few studies have purposefully explored the effectiveness of PTR-F for culturally and linguistically diverse (CLD) families. To…

The present study examined whether parental involvement within the framework of the parent-teacher relationship as established through Conjoint Behavior Consultation (CBC) enhances the academic achievement of students diagnosed with High Functioning Autism Spectrum Disorder (HFASD). Due to the COVID 19 pandemic, this study began with the…

Background: Strong connections between children's teachers and their parents fosters their learning and development in early childhood and throughout their schooling. Developing strong connections in preschool may ease the transition to elementary school for children. Objective: The goal of this study is to examine the initial implementation of…

Background: Strong connections between children's teachers and their parents fosters their learning and development in early childhood and throughout their schooling. Developing strong connections in preschool may ease the transition to elementary school for children. Objective: The goal of this study is to examine the initial implementation of…

By the end of the 2021-22 school year, CoolThink@JC had scaled successfully to 131 Hong Kong primary schools. This topical report explores the relationship between CoolThink implementation and student learning during the 2021-22 school year in schools in their first or second year of adopting CoolThink@JC. The report draws on data collected for…

Currently, the rate of individuals with autism spectrum disorder (ASD) is growing and further research is needed to understand what evidence-based practices are effective for this population. To contribute further to the already existing literature, the three studies expand on previous reviews and studies by adding information on whom these…

Parental involvement in intervention can support intervention efficacy, improve generalization, and increase accessibility. The Preschool Life Skills (PLS) program is designed to teach 13 preschool life skills and prevent problem behavior. The current study explores the utility of the PLS program as delivered by parents. In Experiment 1, 6 parents…

Background: The implementation of preventive interventions is considered a crucial aspect of their success. However, few studies have investigated which components of implementation are most important. Objective: We aimed to understand whether the components of implementation integrity--adherence, quality of delivery, dose, and participants'…

Emotion regulation (ER) is a relatively understudied area of intervention for young children with autism spectrum disorder (ASD). Parents play a significant role in the development of ER in children with and without developmental disabilities (Cole et al., 1994; Norona & Baker, 2014). Morris and colleagues (2017) reviewed a number of ER…

Check-in/check-out (CICO) is a well-established Tier 2 intervention to address at-risk student behavior problems. Despite its widespread empirical support and applied use, CICO can be taxing for teachers to implement when there is insufficient time available and teacher self-efficacy in addressing behavior problems is low. Evaluation of CICO is…

Students who experience social withdrawal and anxiety (internalizing difficulties) are often overlooked in schools due to the covert nature of their symptoms. The literature lacks empirically supported preventive approaches for kindergarten students who are socially withdrawn and behind their peers in developing social skills. Furthermore,…

Senate Bill (SB) 163 would alter the current law that requires coverage of behavioral health treatment (BHT) for autistic spectrum disorder (ASD). SB 163 would expand the definition of BHT to include treatment modalities based on developmental theory, would make technical changes to definitions related to network adequacy, would prohibit denial of…