The present study attempts to examine the impact of emotive behavior control in determining self-efficacy among students through mediating role of depression and intolerance in students. Following the quantitative approach, the primary data has been collected through purposive sampling from the 307 students of the educational institutions of…

The Coping Power Program has been adapted as a universal prevention model (Coping Power Universal) aimed to reduce children's behavioral difficulties in Italian primary and nursery classes. The current study aimed to determine whether the version of the Universal Coping Power for pre-schoolers could reduce behavioral problems in school and home…

Youth exposed to traumatic events are at higher risk for negative developmental outcomes, including low academic performance, poor social skills, and mental health concerns. To best address these risks, school-based intervention services, and trauma-informed practices can be provided. The goal of this study was to systematically review the…

Teaching classwide behavior expectations and using specific praise (SP) are considered light behavior-management strategies that teachers might find acceptable to implement because they require little time or materials (McNamara, 1984; Oswald, Safran, & Johanson, 2005). Their use also is beneficial to students with mild disabilities who might…

Restraint and seclusion are crisis or emergency responses, which should only be used in extreme situations (e.g., a student engaging in repeated forceful physical aggression toward self or others) when risk of serious and imminent physical harm or injury is high and when an emergency response may reduce that risk. Restraint and seclusion are not…

This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the…

Middle school special education teachers often express concern about challenging student behavior. Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, has been effective in elementary general education classrooms. The present study, the first to apply it in a middle…

Anxiety disorders are highly comorbid with autism spectrum disorders (ASD) and can negatively impact student functioning, particularly relationships with peers and teachers. Though cognitive-behavior therapy (CBT) is increasingly used to address anxiety in school-aged youth with ASD, few studies have included school personnel in CBT treatment…

Efficient and effective training strategies for paraprofessionals in special education settings face many challenges. Interactive computerized training (ICT)--a self-paced program that incorporates audio narration, video models, interactive activities, and competency checks--is one potential solution. ICT has been successful in training college…

Preschoolers with elevated anxiety symptoms are at high risk not only of developing more severe mental health disorders in later life but are also apt to respond more poorly to intervention if they present with comorbid disruptive behavior. Because early signs of anxiety disorders may not be recognized as such in preschool settings, many children…

Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay;…

Background: Pharmacotherapy is considered an evidenced-based treatment for anxious youth. There is a need to better understand the relation between medication adherence and child outcomes. Objective: This study prospectively examined: (1) baseline predictors of adherence and (2) the relation between medication adherence and clinical outcomes in…

This study evaluated behavioral skills training (BST), in a multiple baseline across behaviors design, for teaching four job skills to an 18-year-old student diagnosed with autism spectrum disorder. The job skills were taught in the natural environment of a fully functioning restaurant. Following BST the four skills maintained at six months after…

The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors' attitudes toward EBPs and related factors. We investigated the relationships between school counselors' grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use…

Regulating affective responses to acute stress has the potential to improve health, performance, and well-being outcomes. Using the biopsychosocial (BPS) model of challenge and threat as an organizing framework, we review how appraisals inform affective responses and highlight research that demonstrates how appraisals can be used as regulatory…