This study aims to contribute to the knowledge about lacking or contradictory effects of benzodiazepine on hyperaroused or aggressive behaviour in persons with intellectual disability (ID). We conducted a retrospective and natural case study in a person with mild ID and multiple adverse childhood experiences (ACE), using routine diary data…

While there have been significant advances in the treatment of conduct disorder (CD), there is still a need to seek and develop therapeutic solutions that can overcome the poor long-term prognosis. In this evidence-based research, we evaluated the effect of immediate REACH Forgiveness training on the severity of aggressiveness among adolescents…

In recent years, there has been an increasing emphasis on the use of functional assessment (FA) in the selection of treatments for problem behaviors. Scholars now generally accept that an understanding of the antecedents and consequences of problem behavior, achieved through a FA, is necessary to select the most effective treatment procedure. Yet,…

The enhanced choice model of skill-based treatment (ECM-SBT; Rajaraman et al., 2021) is a package of behavioral treatment procedures with modifications designed to reduce risks associated with extinction of problem behavior. The skill-based treatment component of this package (Hanley et al., 2014) has been investigated thoroughly in clinical…

Although function-based treatments have been proven to decrease challenging behavior, it is unclear whether these results translate to socially significant outcomes. In fact, researchers rarely analyze what happens outside the highly controlled setting in which behavior analytic sessions typically occur. In our first study, we used a changing…

Students with emotional and behavioral disorders (EBD) can exhibit severely challenging behaviors that lead to events of crisis in an inclusive classroom. This article provides practitioners with an overview of the cycle of dysregulation experienced by some students with EBD. The article includes descriptions of stages in the dysregulation cycle,…

Although few educators choose to work with students with behavioral difficulties, some decide to work with students with emotional and behavioral disorders (EBD). Special education teachers who work with students with EBD have a high turnover rate because those students are one of the most challenging populations to teach. Separate day programs…

The goal of this prospective longitudinal study was to explore whether co-occurrent internalizing difficulties and aggression in early childhood convey increased risk for later mental health problems in middle childhood. Participants were mothers from the "Norwegian Mother, Father and Child Cohort Study" (MoBa), who provided assessments…

Many students with emotional and behavioral disorders (EBD) engage in challenging behavior on a daily basis. Such behaviors can have negative impacts on students, teachers, and families. In an effort to support students with EBD, this article provides general and special education teachers with a five-step process for teaching replacement…

School nurses are critical components of school-based interdisciplinary teams supporting student behavioral health. The purpose of the present study is to understand the extent to which school nurses in New Mexico across grade levels manage emergencies related to behavioral health, violence, and trauma. The study also seeks to identify which…

Over the past several decades, we have developed quality behavioral assessments and interventions for challenging behaviors among individuals with a variety of severe developmental and cognitive disorders. These assessments and interventions have been used to educate family members on how to understand and intervene with these behaviors at home…

We examined the predictive utility of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening System (BASC-2-BESS) and Strengths and Difficulties Questionnaire (SDQ) in identifying students with a mental disorder. Data were collected in a two-stage study over 34 months with kindergarten-12th grade (K-12) students (aged…

The purpose of this phenomenological qualitative study was to examine educational leaders' experiences in leading behavioral crisis intervention and crisis team management with at-risk students in Title I K-5 elementary schools. The theoretical and conceptual framework that guided this study was Northouse's (2019) Behavioral Approach in concert…

Although teachers are ideally positioned to support increasing social-emotional needs of their students, they may not always have knowledge or confidence in implementing strategies to support the student's mental health needs. This can lead to negative perceptions of students with challenging behaviors and misunderstandings of so-call…

Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service…