Research demonstrates that pupils do not always have the necessary social and emotional intelligence to cope with the transition to secondary school successfully. This paper explores a context-specific intervention designed to enhance key social and emotional skills after a secondary school transition. The intervention was designed with reference…

We conducted a systematic review and summarized the outcomes of single-case research design studies conducted in the last decade that have implemented peer-mediated interventions (PMI) to address the social competence needs of children with autism spectrum disorder (ASD) younger than 8 years of age. Eighteen studies with 53 children with ASD were…

It is not known how international and domestic students described the effectiveness, if any, of peer mentoring on intercultural competence at a Western, private Christian university. The purpose of this qualitative descriptive study was to investigate how international and domestic students described the effectiveness, if any, of peer mentoring on…

The rising number of students in schools identified as being on the autism spectrum has placed pressure on school leaders and staff to gain knowledge and take on new practice. A school-wide autism competency (SAC) approach utilises the research on elements of effective practice to build the capacity of school leaders and staff to create inclusive…

This article seeks to raise awareness about the impact of graduate students from an undergraduate English program at a public university, from 2011 to 2015, in the geographic scope field. Once they have completed their educational process, which emphasizes on English as a foreign language as well as on the pedagogical and research fields. The main…

Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted…

As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As…

As part of the flourishing line of research into teachers' emotions, we report the preliminary evidences of efficacy of a pilot Italian intervention program conducted following the Ethics of Human Relations (ERH) approach. The theoretical background of the ERH approach is the attempt to integrate the construct of False and True Self with cognitive…

To facilitate familiarity and comfort with outcomes assessment, we map three sets of student affairs professional standards to the outcomes assessment cycle. Although the standards differ in focus (i.e., individual competencies versus program characteristics), the mapping showcases the immense similarity in expectations regarding the gathering of…

This study sought to evaluate the school-based counseling services that were provided to 95 students as part of the Children First counseling program. The primary evaluation question focused on the effectiveness of the program in positively impacting traditionally underserved populations in the following domains: increasing social skills,…

The purpose of this study was to assess whether Mount Saint Mary College's Persist, Achieve, Connect, and Thrive Program (PACT) was effective in improving student success and decreasing student anxiety. The study used Kirkpatrick's Four-Level Educational Evaluation Program Model to design research questions and a focus group interview protocol.…

Background: Research trials of early intervention (EI) programs for children with autism spectrum disorder (ASD) generally demonstrate medium-to-large gains, on average, compared with "treatment as usual," in different developmental domains. Almost all children with ASD receive their treatment through community-based services, however,…

This qualitative study explores the types of school-level teacher wellbeing initiatives reported by 51 teachers. The authors argue that the most well-received wellbeing measures are those embedded within supportive whole school cultures which aim to minimise burdensome workloads and maximise feelings of autonomy, relatedness and competence.…

This review examined school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive school settings. Secondary aims sought to explore observation protocols and the resulting social outcomes used to measure the social behaviors of students with autism spectrum disorder within authentic social…

This study measured competencies and conceptual knowledge developed by undergraduates who participated in a 2-month interdisciplinary research project at a large urban university in Southeast US. Working in groups, students chose a shared topic of significant interest and examined it through the combined lens of multidisciplinary insights toward a…