Transitioning out of sport is associated with many changes in an athlete's life that can be distressing and difficult to cope with. As a result, it is not uncommon for athletes to struggle with a variety of issues including a crisis of identity and loss of social support. Since many artistic athletes (e.g., gymnasts, figure skaters) peak at a…

High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using…

Precorrection is a low-intensity strategy that focuses on preventing problem behaviors from occurring by providing reminders for appropriate responding, context modification to support student success, and reinforcement for appropriate responding. In this article, we describe a step-by-step process for using precorrection. Throughout the article,…

Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two…

The first step in providing support to children and teens exposed to trauma and adversity is helping them to feel safe at school and demonstrating alternative working models of relationships. By spending time in a supportive classroom, students can learn that school can be a safe place, and that teachers and peers can be caring, thoughtful people…

This article explores how teachers can foster an environment that facilitates social problem solving when toddlers experience conflict, emotional dysregulation, and aggression. This article examines differences in child development and self-regulation outcomes when teachers engage in problem solving "for" toddlers and problem solving "with"…

School professionals need to be prepared to support children with emotional and behavioral problems. Teachers in particular should be aware of the resources provided by their school as well as the evidence-based practices available to support children with behavioral problems. This study explored general education teachers' knowledge of 10…

Adolescents face numerous challenges associated with increasing instructional curricular demands at the secondary level. Exacerbating an already difficult time for students with high-incidence disabilities (e.g., learning disabilities, emotional disabilities) is the fact that the majority spend at least some part of the day in general education…

Centering the voices of immigrant youth, this qualitative study seeks to understand how students navigate living and learning in a new country, as well as the meaning they assign to their experiences. Areas of importance to immigrant youth, including the disruption of family and the sociopolitical context of education, are explored. While the…

Shyness is not unlike many psychological constructs in that it connotes a rich cluster of behaviours, cognitions, feelings and bodily reactions. But when adolescents' shyness creates keen sensitivity to cues of being rejected, preventing them from speaking up for their rights and expressing their own opinions, thereby encouraging…

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…

A conservative estimate is that one in six children in school today has a parent dependent on or addicted to alcohol or other drugs. This places these students at high risk for social and emotional problems, as well as for school failure, drug use, and delinquency. Schools, however, are a logical place to reach them. Identifying children of those…

It has been estimated that as much as 20 percent of the school population may have some form of unidentified emotional or behavioral disorder; at some point in time, nearly all children exhibit problem behaviors. These behaviors often interfere with the learning environment and make it nearly impossible for teaching and learning to take place…

Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the…

The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy…