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Peer reviewed
Direct linkHsiao, Yun-Ju – Intervention in School and Clinic, 2018
Parents of children with disabilities often experience a higher level of stress than parents of children without disabilities, regardless of categories of disabilities. Understanding parental stressors can lead to appropriate interventions and supports for these parents and their children with disabilities. This article discusses issues of…
Descriptors: Parents, Stress Variables, Disabilities, Children
Tyre, Ashli D.; Feuerborn, Laura L.; Woods, Leslie – Contemporary School Psychology, 2018
Understanding staff concerns about a systemic change effort allows leadership teams to better anticipate and address staff needs for professional development and support. In this study, staff concerns in nine schools planning for or implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) were explored using the…
Descriptors: Behavior Problems, Intervention, Faculty Development, Profiles
Fisher, Wayne W.; Greer, Brian D.; Fuhrman, Ashley M.; Saini, Valdeep; Simmons, Christina A. – Journal of Applied Behavior Analysis, 2018
The resurgence of destructive behavior can occur during functional communication training (FCT) if the alternative response contacts a challenge (e.g., extinction). Behavioral momentum theory (BMT) suggests that refinements to FCT could mitigate resurgence of destructive behavior during periods of extinction. Following a functional analysis and…
Descriptors: Behavior Problems, Communication Strategies, Behavior Modification, Functional Behavioral Assessment
Janzen, Melanie D.; Schwartz, Karen – McGill Journal of Education, 2018
Discourses of children as deficient and deviant are common within the education system and shape the ways in which educators interact with and respond to children. To illustrate this, we conducted a critical discourse analysis of a provincial policy document that directs schools in the development of Codes of Conduct. Drawing on poststructural…
Descriptors: Child Behavior, Behavior Problems, Ethics, Educational Policy
McLaughlin, Whitney Grace – Journal of American College Health, 2018
Objective: The purpose of this viewpoint is to discuss the lack of research on resident advisor (RA) self-care and how behavioral interventions can be used in housing programs to educate and improve RA self-care. It is essential for live-in housing staff (both professional and paraprofessional) to learn how to develop appropriate strategies that…
Descriptors: Resident Advisers, Daily Living Skills, Behavior Problems, Intervention
Nilsson Sjöberg, Mattias – Studies in Philosophy and Education, 2018
(Neuro)psychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled…
Descriptors: Attention Deficit Hyperactivity Disorder, Neurological Impairments, Behavior Problems, Psychiatry
Wood, Charles L.; Kisinger, Kerry W.; Brosh, Chelsi R.; Fisher, Larry B.; Muharib, Reem – TEACHING Exceptional Children, 2018
Many teachers have difficulty supporting students with challenging behavior. Students who shout out, are frequently off task, have a tantrum, or don't follow directions can be disruptive and bring a teacher's lesson to a halt. Other students may struggle to communicate their needs. As a result, these students may engage in challenging behavior to…
Descriptors: Intervention, Behavior Problems, Functional Behavioral Assessment, Evidence Based Practice
Brasof, Marc; Peterson, Kate – Psychology in the Schools, 2018
Schools' ability to manage student misbehavior rests largely on students' perceptions of the discipline system and authority. According to the procedural justice perspective, when schools use discipline practices students perceive as unfair, they fail to see authority as legitimate, making them less likely to comply with rules and demand. Youth…
Descriptors: Discipline, Youth, Behavior Problems, Student Attitudes
Zaidman-Zait, Anat; Mirenda, Pat; Szatmari, Peter; Duku, Eric; Smith, Isabel M.; Vaillancourt, Tracy; Volden, Joanne; Waddell, Charlotte; Bennett, Teresa; Zwaigenbaum, Lonnie; Elsabaggh, Mayada; Georgiades, Stelios – Journal of Autism and Developmental Disorders, 2018
This study described empirically derived profiles of parents' personal and social coping resources in a sample of 207 families of children diagnosed with autism spectrum disorder. Latent Profile Analysis identified four family profiles based on socieoeconomic risk, coping strategy utilization, family functioning, available social supports, and…
Descriptors: Coping, Pervasive Developmental Disorders, Autism, Behavior Problems
Muething, Colin S.; Falcomata, Terry S.; Ferguson, Raechal; Swinnea, Samantha; Shpall, Cayenne – Journal of Applied Behavior Analysis, 2018
Children with autism spectrum disorder and other developmental disabilities often exhibit invariant responding (i.e., restricted behavioral repertoires), deficits in communication, and challenging behavior. Approaches demonstrated in the basic and applied literature to increase response variability include extinction, lag schedules of…
Descriptors: Reinforcement, Communication Skills, Autism, Pervasive Developmental Disorders
Oxley, Laura – Psychology of Education Review, 2018
Managing behaviour in schools is a key consideration for senior school leaders. It is a topic that often draws attention in the media and is a major cause of stress for teaching staff. The case study reported in this article forms the pilot study for a larger piece of PhD research which includes interviews with senior school leaders from around…
Descriptors: Student Behavior, Secondary Schools, Secondary School Students, Foreign Countries
Fanti, Kostas A.; Kyranides, Melina N.; Petridou, Maria; Demetriou, Chara A.; Georgiou, Giorgos – Developmental Psychology, 2018
Evidence from physiological studies has been integral in many causal theories of behavioral and emotional problems. However, this evidence is hampered by the heterogeneity characterizing these problems. The current study adds to prior work by identifying neuro-physiological markers associated with heterogeneity in conduct problems (CP),…
Descriptors: Children, Young Adults, Behavior Problems, Personality Traits
McKernan, Charlotte J.; Lucas-Thompson, Rachel G. – Developmental Psychology, 2018
Although negative interparental conflict predicts elevated externalizing problems for children, there are individual differences in this association. Theoretically, children's abilities to coordinate physiological stress across response systems moderate the effects of interparental conflict on developmental outcomes. Past cross-sectional research…
Descriptors: Psychophysiology, Parent Influence, Conflict, Interpersonal Relationship
Salomone, Erica; Shephard, Elizabeth; Milosavljevic, Bosiljka; Johnson, Mark H.; Charman, Tony; Baron-Cohen, Simon; Bedford, Rachael; Bolton, Patrick; Chandler, Susie; Elsabbagh, Mayada; Fernandes, Janice; Garwood, Holly; Gliga, Teodora; Hudry, Kristelle; Jones, Emily J. H.; Pasco, Greg; Pickles, Andrew; Tucker, Leslie; Volein, Agnes – Journal of Autism and Developmental Disorders, 2018
Cognitive and adaptive behaviour abilities early in life provide important clinical prognostic information. We examined stability of such skills in children at high familial risk for ASD who either met diagnostic criteria for ASD at age 7 years (HR-ASD, n = 15) or did not (HR-non-ASD, n = 24) and low-risk control children (LR, n = 37),…
Descriptors: Children, At Risk Persons, Cognitive Ability, Behavior Problems
Fried, Leanne; Vithiatharan, Rena; Davis, Elizabeth; Jones, Tim; Hancock, Kirsten; Runions, Kevin; Cross, Donna; Payne, Donald; Jones, Caleb; Wright, Arthur; Pieterse, Debbie; Knowles, Joy; Clarke, Julie; Lin, Ashleigh – Issues in Educational Research, 2018
Children and adolescents with type 1 diabetes (T1D) spend a significant portion of their day at school. It is therefore important that schools provide a safe and flexible environment for disease management and psychosocial support. Little is known of the school experiences of children and adolescents with T1D in Western Australia. The aim of this…
Descriptors: Children, Adolescents, Educational Experience, Foreign Countries
