The purpose of this study was to examine trends and barriers in implementation of dialectical behavior therapy (DBT) programs in college counseling centers (CCCs). Participants were 107 CCC employees who participated in an electronic survey. One third of respondents endorsed use or planned use of DBT at their centers. The most prevalent primary…

Purpose: The purpose of this review is to chronicle the extent to which the Pinkston and colleagues model is utilized in single-parent training group (SPG) interventions in the home environment for children aged 5 to 12 or preadolescent school-aged children. Methods: Several databases were searched electronically and independent full reviews were…

When teachers wonder "What should I do?" in response to challenging student behaviors, the answers are not as simple as they might seem. What teachers can do also depends, at least in part, on external demands (e.g., discipline codes, principal expectations, time pressures on teaching content and testing) that can either facilitate or…

Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…

The study investigated whether school-level protective factors could moderate the effects cumulative risk has upon behavior difficulties in children with special educational needs and disabilities (SEND). The sample comprised 4,288 children identified with SEND: 2,660 pupils within 248 primary schools, and 1,628 pupils within 57 secondary schools.…

This paper examines the use of cameras in self-contained special education classrooms. It begins with an examination of the legal framework used when administrators are contemplating the implementation of video surveillance within the classroom. It gives a brief summary of the Family Educational Rights and Privacy Act, Individuals with…

This study examines seasonal change in child aggressive behavior over 2 calendar years and explores the role of classroom composition on developmental trajectories. Four waves of data were collected in the fall and spring of 2 academic years from a sample of children attending New York City public elementary schools. Using the school calendar year…

Transition age youth with disabilities are at an elevated risk to experience depression and anxiety compared to youth without disabilities. The current study evaluates the implementation feasibility, acceptability, and potential efficacy of the "Think, Be, Do" curriculum (a mental health curriculum) for transition age students in special…

This quasi-experimental study used multiple data sources to examine Playworks implementation and outcomes across two school years (2014-15 and 2015-16) at six WCPSS elementary schools. Differences in outcomes between Playworks and matched-comparison schools were examined. Similar to other national studies (Beeker et al., 2012; Fortson et al.,…

Research indicates that up to half of mothers in home visiting experience clinically significant levels of depression during their participation in services. Depression alters maternal life course, negatively impacts child development, and contributes to poorer home visiting outcomes. This article describes the Moving Beyond Depression (MBD)…

Considerable evidence suggests that personality traits may be changeable, raising the possibility that personality traits most linked to health problems can be modified with intervention. A growing body of research suggests that problematic personality traits may be altered with behavioral intervention using a bottom-up approach. That is, by…

Functional analyses (FA) have proven useful for identifying contingencies that influence problem behavior. Research has shown that some problem behavior may only occur in specific contexts or be influenced by multiple or idiosyncratic variables. When these contexts or sources of influence are not assessed in an FA, further assessment may be…

Check-in/check-out (CICO) is a resource-efficient, mentor-based, Tier 2 intervention. Various problem behaviors of students with and without disabilities across traditional and alternative school settings have been impacted positively by CICO. Not all students respond to the traditional, five-step approach, however. This article provides an…

We used a multiple baseline design across skills to evaluate the effects of a program to teach a classroom of children to respond to their name and a group call (i.e., precursors) as well as to peer mediate these precursors to promote compliance with a variety of multistep instructions. Teachers taught these skills via classwide behavior skills…

A brief training package consisting of pre-teaching of appropriate grocery item--gathering skills and reinforcement for appropriate behavior was used to teach a child diagnosed with autism to remain in a store and participate in shopping without exhibiting tantrums. The training package began with teaching the necessary component skills and…