Function-based support (FBS) is an intervention strategy for decreasing problem behaviors and increasing replacement behaviors through the use of functional behavioral assessment and behavior support planning. Although FBS has been demonstrated to facilitate positive outcomes for children in a variety of educational settings, it has yet to be…

Given documented racial/ethnic disproportionality in disciplinary referrals and strong recommendations to base provision of secondary level supports on data, we explored whether students from various racial/ethnic groups have equitable access to secondary supports. We disaggregated discipline data from 155 elementary and 46 middle schools by…

Families served within child welfare settings evidence a wide range of emergencies or unexpected crises or circumstances that may lead to danger and make it difficult for them to focus on treatment planning. Mental health treatment providers are often unprepared to effectively manage emergencies during implementation of evidence-based prescribed…

Schools are ideal settings for identifying children and adolescents who have been exposed to traumatic events. They are also ideal for providing evidence-based mental health services, such as trauma-focused cognitive behavioral therapy, to students affected by childhood posttraumatic stress disorder and co-occurring mental health and behavioral…

Background: Individuals with intellectual disability (ID) and legal involvement are a unique population with complex needs. To date, there has been limited research exploring the demographic and clinical profiles of individuals with ID and legal involvement that are in crisis and how they differ to individuals with ID without legal involvement.…

Adventure in school culture may seem quite a contradiction. In this paper I will present arguments on the idea that outdoor adventure learning contributes to formal education and is compatible with school practice and goals. This paper is based on research conducted for my thesis. The doctoral degree was completed at Oulu University, Finland, in…

A sociocultural investigation with Year 8 secondary-school students experiencing marginalization and displaying signs of social and emotional difficulties in engaging fully with school life who participated in a mediated outdoor education programme was undertaken for this study. The findings indicate that there was a very statistically significant…

Background: Mixed results in the literature related to type of permanent placement and developmental outcomes of maltreated children suggest differences in postmaltreatment placement environments may be an important mechanism to consider. Objective: The goal of this study was to identify how home environment variables mediate risk in maltreated…

It is generally acknowledged that teachers play an important role in preventing or reducing violence in schools. The objectives of this study were: (a) to identify teachers' responsibilities in terms of preventing violence among school children and (b) to solicit teachers' views as what they have been doing in preventing violence. Sample for the…

The current study investigates the feasibility and preliminary outcomes associated with a transdiagnostic emotion-focused group protocol for the treatment of anxiety disorders and depressive symptoms in youth. Twenty-two children (ages 7 to 12; M = 9.79) with a principal anxiety disorder and varying levels of comorbid depressive symptoms were…

Children with autism spectrum disorder (ASD) with and without co-occurring schizophrenia spectrum traits (SST) were examined for differences in co-occurring psychiatric symptoms, background characteristics, and mental health risk factors. Participating mothers and teachers completed a DSM-IV-referenced rating scale and a background questionnaire…

Background: A number of genetic conditions with associated intellectual disability and/or special educational needs have increasingly well-defined behavioural phenotypes. Thus, the concept of "behavioural phenotype" and aetiology of intellectual disability may be important with regard to school-based interventions. Method: The evidence for…

This study examined the role of anger in infancy and its interaction with maternal warmth in predicting children's socioemotional development. Participants included a demographically diverse sample of 316 mothers and children from the Project on Human Development in Chicago Neighborhoods (PHDCN) study. Infants were followed across 3 waves of data…

The current study examined associations between peer nominations of children's expression of negative emotions and psychological, social, and behavioral correlates in a sample of 523 first graders. Children (85 percent African-American) completed a peer nomination measure for expressing negative emotions. In addition, three other domains of…

Children with a history of maltreatment and placement into foster care face elevated risks of poor psychosocial outcomes including school failure, substance use, externalizing, and deviant peer association. For children in the general population, school engagement appears to be a promotive factor in preventing negative outcomes. In this study,…