Effectively coping with peer victimization may be facilitated by deploying attention away from threat (i.e., bullies, reinforcers) and toward available support (e.g., defenders). To test this premise, 72 early adolescents (38 girls; M[subscript age] = 11.67, SD = 8.14 months) watched video clips of youth actors portraying a bully aggressing…

This mixed methods study examined parent-reported child screen media use before and during the COVID-19 pandemic by examining 2019-2020 changes in parent perceptions of media, screen media use (SMU), and problematic media use (PMU) in children aged 2-13 years (N = 129; 64 boys, 64 girls, 1 nonbinary; 90.7% White, 4.6% Hispanic/Latino, 0.8% Black,…

The current study aimed to identify the level of self-regulation and social intelligence among students of the College of Education at Prince Sattam University in Wadi Al-Dawasir, and to reveal the relationship between self-regulation and social intelligence, as well as the possibility of predicting social intelligence through self-regulation. A…

In this research, the relationships between social media addiction (SMA) and self-regulation levels among university students were investigated. A sample of 329 (234 women, 95 men) university students with the age range 18-29 were selected. SMA and self-regulation scales were administered to the sample. The multiple regression analysis revealed…

Introduction: Little is known about the effects of specific behavioral strategies to reduce stereotypy and self-injury for learners with sensory impairments and additional disabilities. Method: A single-subject, multi-treatment withdrawal design was used to test the isolated and combined effects of physical prompting to engage in object…

Visual attention both guides and is guided by learning and memory systems. In this article, we use a multiple-memory systems framework to examine the interplay between attention and memory that begins in early postnatal life. We review how attention and memory interact to support infant development with respect to perceptual learning about objects…

Treatment fidelity is essential for predicting student outcomes and discerning between intervention ineffectiveness and invalid implementation. Despite its significance, research on treatment fidelity within Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks is limited. Despite their moderating role in…

Teacher education and training vary across the world, yet research from diverse cultures supports the development of reflective teachers. Claiming that the complex dynamics of the 21st-century classroom can be managed best by reflective teachers. Through the reflective process, teachers are empowered as change agents to modify learning…

Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively…

Restricted or repetitive behavior (RRB) is common for individuals with visual impairment (VI), autism spectrum disorder (ASD), and intellectual disability. Previous reviews have suggested that VI may moderate the effectiveness of behavioral interventions to decrease RRB. A search of the single case literature resulted in 30 studies and 40…

Introduction: The aim of this research was to contrast the results of two study groups when applying a model that uses training to reinforce emotional intelligence. Method: The study is based on a quantitative, quasi-experimental, exploratory approach, using control and experimental groups. A total of 297 adolescent participants, ages 12 to 16,…

For children with developmental or language delays, mand interventions have been identified as an integral part of educational programming (e.g., Greer & Ross, 2008; Shafer, 1994; Sundberg & Michael, 2001). Mands, which are the most elementary forms of verbal behavior, allow individuals to begin to contact social contractual contingencies;…

Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement.…

The present study examined effects of providing varied reinforcement versus constant reinforcement using an iPad and applications (apps). Participants included three typically developing children in a school setting. We conducted a preference assessment to identify highly preferred and moderately preferred apps. We then conducted a concurrent…

The form of a verbal response allows for reinforcement mediation and language transmission across cultures. Reinforcement, in turn, plays a decisive role in learning verbal forms. The present work addresses methodological limitations of previous studies, providing further evidence of the role of automatic reinforcement in achieving parity with…