Background: Children and adolescents with intellectual disabilities commonly experience emotion regulation difficulties. To better understand emotion regulation in this population, the views of their teachers were considered. Methods: Twenty-nine teachers participated in two focus groups. This study utilized qualitative methods to determine if the…

This study approaches the issue of autism in a case study. Specifically, it investigates how three key points in the daily life of a child on the autism spectrum change in the presence of a pet: social behavior, empathy and irritability. The aim is to study how the pet affects the child's daily life in the above points. The questions that are…

Longstanding impressions of children as innocent to human frailty, alongside the emphasis on efficiency and management in schools, play undeniable roles in the way teachers engage with children experiencing death and illness. This paper draws from a larger study of 116 written childhood memories from prospective teachers and practitioners enrolled…

A fundamental question in developmental science is how parental emotion socialization processes are associated with children's subsequent adaptation. Few extant studies have examined this question across multiple developmental periods and levels of analysis. Here, we tested whether mothers' supportive and nonsupportive reactions to their…

Children are worried about climate change. Environmental education aims to increase knowledge and pro-environmental behavior but typically gives little attention to meeting children's emotional needs. This is particularly important as direct and indirect impacts of climate change, including the Australian bushfires in 2019-20, become more salient.…

Poor social-emotional reciprocity (SER) has been identified as one of the defining traits of autism. It is a key criterion in recent Diagnostic and Statistical Manual of Mental Disorders editions, DSM-IV and DSM-V (American Psychiatric Association [APA], 1994, 2013). Yet this difficulty related to socially engaging and interacting with others is…

Objective: There are currently no empirically-supported, comprehensive school-based interventions (CSBIs) for children with autism spectrum disorder (ASD) without concomitant intellectual and language disability. This study compared outcomes for a CSBI (schoolMAX) to typical educational programming (services-as-usual [SAU]) for these children.…

Research indicates the characteristics of Autism Spectrum Disorder include challenges with receptive and expressive language, which can negatively impact social-emotional development and physical regulation. The needs of children with autism are expected to greatly impact the current medical and educational resources, thus effective intervention…

This study aims to examine the effectiveness of teaching naming emotional facial expression via video modeling to children with autism. Teaching the naming of emotions (happy, sad, scared, disgusted, surprised, feeling physical pain, and bored) was made by creating situations that lead to the emergence of facial expressions to children…

A growing body of literature indicates that childhood emotion regulation predicts later success with peers, yet little is known about the processes through which this association occurs. The current study examined mechanisms through which emotion regulation was associated with later peer acceptance and peer rejection, controlling for earlier…

Data regarding children's shyness and emotionality were collected at three time points, two years apart (T1: N = 214, M = 6.12 years; T2: N = 185, M = 7.67 years; T3: N = 185, M = 9.70 years), and internalizing data were collected at T1 and T3. Relations among parent-rated shyness, emotionality [parent- and teacher-rated anger, sadness, and…

Research Findings: This study examined the relation between Chilean parents' narrative participatory styles (i.e., the way in which parents scaffold children's participation in conversations) and children's self-regulation skills. A total of 210 low-income Chilean parent-child dyads participated in the study. Dyads were videotaped talking about a…

A sample of 209 children was followed longitudinally to examine the impact of growing perspective-taking skills on positive and negative emotionality in middle and late childhood. Perspective-taking skills were assessed through interviews. Teachers rated children's emotional reactivity and capacity to regain a neutral state following emotional…

Working in unfamiliar contexts and often alone, fieldworkers may face challenges for which their training and previous experience has not prepared them. While there is literature about the technical, ethical and moral aspects of fieldwork, there is little focusing on fieldworkers' actual experiences. Additionally, there is little constructive…

Building on an existing latent variable analysis of executive function (EF) in children (N=191, 57% boys and 43% girls) making the transition to school (Hughes et al. (2010), "Developmental Neuropsychology", vol. 35, pp. 20-36), the current study both documented average developmental improvements from 4 to 6 years of age and examined individual…