This study aimed to assess the efficacy of a minimal intervention focusing on hypnotic discontinuation and cognitive-behavioral treatment (CBT) for insomnia. Fifty-three adult chronic users of hypnotics were randomly assigned to an 8-week hypnotic taper program, used alone or combined with a self-help CBT. Weekly hypnotic use decreased in both…

College students (N = 151) completed three in-class mathematics assignments that varied with respect to the order of short, medium, and long multiplication problems, including a short-to-long order, a long-to-short order, and a random order. Problem order within assignments did not significantly affect work accuracy, completion time, or assignment…

Cognitive behavior therapy (CBT) is recognized as an effective psychological treatment for panic disorder (PD). Despite its efficacy, some clients do not respond optimally to this treatment. Unfortunately, literatures on the prediction, prevention, and management of suboptimal response are not well developed. Considering this lack of empirical…

Extinction is accepted as a viable intervention for behaviors that are hypothesized to be maintained by contingent attentional reinforcement. However, it is frequently acknowledged that extinction has potential numerous side effects, including the generation of aggressive behavior. This explanation does not provide a behavioral conceptualization…

This study extends previous work on the use of differential observing responses (DOR) to remediate atypically restricted stimulus control. A participant with autism had high matching-to-sample accuracy scores with printed words that had no letters in common (e.g., "cat," "lid," "bug") but poor accuracy with words that had two letters in common…

Chronic tic disorders, including Tourette's syndrome (TS), affect approximately .5% of children and adolescents. Although strong evidence exists supporting a neurobiological etiology, operant factors may play a role in the maintenance of tic behaviors. Pharmacological approaches remain the most commonly used intervention for chronic tic disorder…

Repeated reading is an effective intervention that has been demonstrated to remediate reading problems in children. The parent tutoring literature has shown that this intervention is effective in the home environment as well as the school environment. One primary difference between home-based and school-based interventions is that a consultant is…

Students are coming to schools with increasingly diverse academic, social, and emotional needs. Meeting each child's social and behavioral needs can be challenging and overwhelming, especially in the era of high-stakes testing. No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) mandate the…

Anxiety is a commonly occurring psychiatric concern in adolescents with autism spectrum disorders (ASD). This pilot study examined the preliminary efficacy of a manual-based intervention targeting anxiety and social competence in four adolescents with high-functioning ASD. Anxiety and social functioning were assessed at baseline, midpoint,…

A 16-week, bi-weekly, cognitive behavioural therapy (CBT)-based aggression management training course was conducted with a limited sample of behavioural school students in New South Wales. Attendance, withdrawal and suspension rates over the training period were compared to those of a control period. Parent and teacher feedback, assessed at pre-…

The authors conducted a randomized, double-blind placebo-controlled trial to examine the efficacy of an attention training procedure in reducing symptoms of social anxiety in 44 individuals diagnosed with generalized social phobia (GSP). Attention training comprised a probe detection task in which pictures of faces with either a threatening or…

This study examined emotion-related functioning following cognitive-behavioral therapy (CBT) with 37 youth with anxiety disorders (22 boys, 15 girls) ranging in age from 7 to 15 with a principal diagnosis of generalized anxiety disorder (n = 27), separation anxiety disorder (n = 12), and/or social phobia (n = 13). Treated youth exhibited a…

This qualitative interview study investigates the perceived barriers and enablers to implementing and sustaining individualized positive behavior supports (IPBS) by school-based team members across five stakeholder groups. The findings reveal specific factors across five broad themes: (a) school culture, (b) administrative leadership and support,…

The purpose of this pilot project was to develop a tool and a process for providing performance feedback on evidence-based classroom management strategies to teachers of students in emotional support classrooms. The project was carried out with nine classroom teachers and descriptive results are discussed. Initial results found increases in…

The procedures described by Sloman et al. (2005) were extended to an analysis of teachers' responses to problem behavior after they had been taught to withhold potential sources of positive and negative reinforcement following instances of problem behavior. Results were consistent with those reported previously, suggesting that escape from child…