Findings from the Deployment and Impact of Support Staff project showed that day-to-day support for pupils with special education needs (SEN) in mainstream UK schools is often provided by teaching assistants (TAs), instead of teachers. This arrangement is the main explanation for other results from the project, which found TA support had a more…

Background: The social-ecological environment of undocumented children of migrant workers includes varying levels of risk factors. Growing up in these conditions compromises children's development on all levels. Many of these children are in need of psychotherapy, however, due to limited resources, only a few of them receive mental health aid.…

Screening of students at risk for antisocial behaviors in school is an essential step in the implementation of evidence-based supports for academic, behavioral, and social domains at the first sign of concern. This study examined the measurement properties of a free-access systematic behavior screening tool: the Student Risk Screening Scale…

Objective: The present study investigated the predictive value of parent/teacher reports of inattention and emotional problems on cognitive control function in 241 children in primary school. Method: Cognitive control was measured by functions of set-shifting and working memory as assessed by the Behavior Rating Inventory of Executive Function…

Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary…

Early detection of child mental health problems in schools is critical for implementing strategies for prevention and intervention. The development of an effective measure of mental health and well-being for this context must be both empirically sound and practically feasible. This study reports the initial validation of a brief self-report…

Check In/Check Out (CICO) is a secondary tier intervention for those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports. The present study extended the implementation of CICO to six students with emotional and behavioral disorders in a residential facility whose behaviors were maintained…

In most classrooms, there are students who have academic, behavioral, and/or interpersonal challenges that can disrupt the classroom community. In some cases, these challenges can build momentum, leading to a negative reputation or "story" that can follow the student throughout school. This academic, yearlong case study focused on Mae Graham, an…

Research has indicated that children exposed to multiple risks often report worse mental health and academic performance than those experiencing only one risk. The present research examines whether exposure to more than one form of peer victimization (multiple peer victimization) at school is related to reports of negative outcomes. Eighty-six…

As many schools move toward a three-tier model that incorporates a Response to Intervention (RtI) service delivery model in the social, emotional, and behavioral domains, school psychologists may provide leadership. The decision-making process for filtering students through multiple tiers of support and intervention and examining change is an area…

In this article, I examine the current policy of full inclusion of children receiving special education services in regular education classrooms. Specifically, I focus on the policy's effects on the "classmates" of children with special needs, with a particular focus on classmates of students with serious emotional problems. Results suggest that…

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…

Sensory over-responsivity (SOR) towards tactile and auditory input can impact children's participation in academic and social activities; however the prevalence of SOR behaviors and their relation to social-emotional problems and competence has not been rigorously studied. This study investigated SOR in a representative sample of elementary…

Students with limited English proficiency (LEP) make up one of the fastest growing segments of the student population; however, LEP status is often related to poor academic and behavioral outcomes. Teacher-reported behavioral rating scales can be informative measurements to screen and identify students at risk for behavioral and emotional…

Recent educational policies have altered scholastic experience. It is the contention of the authors that contemporary school experience may therefore, for some individuals, be distressing. This study is concerned with the identification of stress-related behaviours of sixth-form pupils within female single-sex, selective, scholastic environments.…