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This synthesis paper summarizes research literature addressing challenging behaviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological quality of all studies was screened following a standard quality assessment checklist. Intervention effects were assessed quantitatively. Results of quality analysis and intervention effectiveness were integrated to identify interventions with strong support and evidence of effectiveness. We discuss results in terms of implications for intervention choice and implementation in school settings, limitations, and directions for future re-search.

Purpose: The purpose of this paper is to design a community-based social marketing (CBSM) campaign to foster sustainable behavior change in paper reduction, commingled recycling, and purchasing environmentally preferred products (EPP) with faculty and staff at Pacific University Oregon. Design/methodology/approach: A CBSM campaign was developed after a nine month pilot study. A six-month mixed methods research approach used pre-postsurveys, office supply purchasing reports, a recycling study, and a waste audit. The CBSM campaign strategies used were prompts, communication, incentives, commitment, convenience, norms and social diffusion. Findings: The campaign titled, Greening Pacific! successfully identified and ranked key barriers to paper reduction, recycling and purchasing environmentally preferable products and developed CBSM tools and materials that were instrumental in affecting change. The CBSM campaign strategies and materials that were effective include recycling and paper reduction prompts, a sustainable office pledge, initiating a green team and training staff leaders, and deskside recycling box distribution. An increase in campus-wide purchasing of recycled content paper and EPP was found. Post-survey results found that 74 percent of staff and faculty changed their behavior because of the CBSM campaign. Research limitations/implications: The study could have benefited from a longer data collection period. Practical implications: Establishing aspects of green office practices on campuses can have significant impacts on purchasing EPP, waste reduction, energy and cost savings, and reducing the use of toxic chemicals. CBSM is a valuable framework for fostering behavior change. Originality/value: Community-based social marketing provides higher education institutions and other organizations with an effective model to foster environmental change in a targeted and community-oriented way. (Contains 2 tables and 4 figures.)

The group of papers on memory reactivation and consolidation during sleep included in this volume represents cutting edge work in both animals and humans. They support that the two types of sleep serve different necessary functions. The role of slow wave sleep (SWS) is reactivation of the hippocampal-neocortical circuits activated during a waking learning period, while REM sleep is responsible for the consolidation of this new learning into long-term memory. These studies provide further insights into mechanisms involved in brain plasticity. Robeiro has demonstrated the upregulation of an immediate-early gene (IEG zif 268) to waking levels, which occurs only in REM and only in connection with new learning. McNaughton and his group have identified electrical indicators that the hippocampus and neocortex are talking to each other by testing the coactivation of hippocampal sharp wave bursts in SWS and shifts from down to up states of activation in the neocortex. In human studies Smith's group reports work on individual differences such as intelligence and presleep alcohol that affect postsleep performance, and Stickgold and collaborators report that a short nap will improve performance if it contains REM sleep. Payne and Nadel suggest that the recall benefit associated with REM sleep may be due to its association with increased cortisol levels. These papers are important not only in their individual contributions but also in revitalizing the work coordinating waking and sleep. This promises to further the understanding of how our unique capacity to learn from experience and modify our behavior takes place.

Despite evidence from previous studies that support using Social Stories[TM] for problem behaviors, research conducted with more rigorous controls is needed to examine whether or not Social Stories constitute an evidence-based practice.This study employed an ABABCBC single-subject design comparing a Social Story presented in two formats across three elementary-age students with autism. Interpretation of the results documents a decrease in the frequency of problem behavior for each participant. Outcomes were slightly better for the PowerPoint[TM] format than for the paper format. Results were maintained in the training setting and were generalized to another setting with a single verbal prompt. Teachers reported that the PowerPoint format was easily implemented, and students indicated that they liked the computer-assisted format. (Contains 2 tables and 3 figures.)

This Special Issue contains some substantially expanded versions of conference papers that were originally presented at the Immersive Learning Research Network's (iLRN) 2018 conference, along with others outside of the conference. iLRN is an international organization of developers, educators, and research professionals collaborating to develop the scientific, technical, and applied potential of immersive learning (https://immersivelrn.org). The mission and purpose of iLRN are interwoven throughout the articles in this Special Issue.The author has highlighted how each article in this Special Issue of the Journal of Educational Computing Research addresses a specific gap in the research literature related to (a) immersive learning in specific academic subject areas, (b) the use of different pedagogical approaches in immersive learning environments, and (c) technical affordances of immersive learning environments. Narrowing these gaps aligns with iLRN's mission, which is to invite and organize scientists, practitioners, organizations, and innovators from across the disciplines to explore, describe, showcase, and apply the optimal use of immersive worlds and environments for formal and informal educational purposes.

Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn can be modeled for students in their classrooms. Encouraging individual stress management can improve well-being and student outcomes, but may be insufficient without additional classroom management and contextual support. The purpose of this paper is to use the Garwood paper as a springboard to identify potential stress management programs that might be helpful for special educators.

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.

This position paper discusses aversive conditioning and other behavior reduction procedures. Environmental modification, differential reinforcement, timeout, overcorrection, and corporal punishment are discussed in terms of current applications, with arguments for and against their inclusion in behavior modification. Eight guidelines are offered for using these and other behavior reduction strategies. (Author/PB)

This article aims to present learning strategies that can be applied to OpenWHO online courses to primarily increase learning retention and nudge behavior change where applicable. This paper draws on existing research on learning strategies and takes an innovative approach to recommend how these strategies could be applied to learning design to support online learners. Thus, by examining recent cognitive science literature, this critical reflection paper presents approaches to design effective online courses that improve learning retention or nudge changes in behavior where necessary.

Simple Summary: Patients with breast cancer frequently complaint from insomnia difficulties that can affect quality of life and cancer progression. Such difficulties may result from rest-activity (i.e., 24 h alternation of sleep and wake) rhythm alterations consistently reported in this pathology. Currently proposed approaches to counter insomnia difficulties in patients with breast cancer have positive effects only on sleep complaints and well-being. Moreover, such approaches may be difficult to implement shortly after chemotherapy. Innovatively, vestibular stimulation would be particularly suited to tackling insomnia symptoms in patients with breast cancer. Indeed, recent reports have shown that vestibular stimulation could improve rest-activity rhythm and sleep in healthy volunteers. This perspective paper aims to support the evidence of using vestibular stimulation to improve rest-activity rhythms and reduce insomnia symptoms in patients with BC, with beneficial effects on quality of life and, potentially, survival. Insomnia symptoms are common among patients with breast cancer (BC; 20–70%) and are predictors of cancer progression and quality of life. Studies have highlighted sleep structure modifications, including increased awakenings and reduced sleep efficiency and total sleep time. Such modifications may result from circadian rhythm alterations consistently reported in this pathology and known as carcinogenic factors, including lower melatonin levels, a flattened diurnal cortisol pattern, and lower rest-activity rhythm amplitude and robustness. Cognitive behavioral therapy and physical activity are the most commonly used non-pharmacological interventions to counter insomnia difficulties in patients with BC. However, their effects on sleep structure remain unclear. Moreover, such approaches may be difficult to implement shortly after chemotherapy. Innovatively, vestibular stimulation would be particularly suited to tackling insomnia symptoms. Indeed, recent reports have shown that vestibular stimulation could resynchronize circadian rhythms and improve deep sleep in healthy volunteers. Moreover, vestibular dysfunction has been reported following chemotherapy. This perspective paper aims to support the evidence of using galvanic vestibular stimulation to resynchronize circadian rhythms and reduce insomnia symptoms in patients with BC, with beneficial effects on quality of life and, potentially, survival. [ABSTRACT FROM AUTHOR]

This paper explores the role of material design as a form of institutional power within contemporary school settings. Drawing on concepts of "coercive design" and "hostile architecture" from design studies, the paper examines three "innovative" designs for classroom chairs -- relatively mundane but integral elements of the regulation and disciplining of school space. It is argued that the design intentions of these material objects reveal a number of constrained, conservative intentions to maintain the traditional ordered notion of the classroom as a place where students stay in their seats and engage in work. Tellingly, however, this corporeal manipulation and moderation is now couched in claims around desirable physiological and cognitive conditions for learning -- with students' bodies seen as objects to arrange and constrain in ways deemed conducive for learning. The paper problematises this de-socialised view of classrooms, alongside the underpinning sense of design solutionism and (mis)appropriation of "learning science" by product designers to justify their products' capacities to somehow cause learning to take place.

Male lower urinary tract dysfunction represents a common problem in the community. Physicians should approach these patients based on the best available evidence. This summary provides the up-to-date recommendations for the evaluation and the management of men with lower urinary tract symptoms. Lower urinary tract symptoms (LUTS) are common, often bothersome, and have multifactorial aetiology. To present a summary of the 2023 version of the European Association of Urology guidelines on the management of male LUTS. A structured literature search from 1966 to 2021 selected the articles with the highest certainty evidence. The Delphi technique consensus approach was used to develop the recommendations. The assessment of men with LUTS should be practical. A careful medical history and physical examination are essential. Validated symptom scores, urine test, uroflowmetry, and postvoid urine residual, as well as frequency-volume charts for patients with nocturia or predominately storage symptoms should be used. Prostate-specific antigen should be ordered if a diagnosis of prostate cancer changes the treatment plan. Urodynamics should be performed for selected patients. Men with mild symptoms are candidates for watchful waiting. Behavioural modification should be offered to men with LUTS prior to, or concurrent with, treatment. The choice of medical treatment depends on the assessment findings, predominant type of symptoms, ability of the treatment to change the findings, and the expectations to be met in terms of the speed of onset, efficacy, side effects, and disease progression. Surgery is reserved for men with absolute indications, and for patients who fail or prefer not to receive medical therapy. Surgical management has been divided into five sections: resection, enucleation, vaporisation, and alternative ablative and nonablative techniques. The choice of surgical technique depends on patient's characteristics, expectations, and preferences; surgeon's expertise; and availability of modalities. The guidelines provide an evidence-based approach for the management of male LUTS. A clinical assessment should identify the cause(s) of symptoms and define the clinical profile and patient's expectations. The treatment should aim to ameliorate symptoms and reduce the risk of complications. [ABSTRACT FROM AUTHOR]

The European Commission Horizon 2020 project—PreventIT—evaluated two approaches to delivering Lifestyle-Integrated Functional Exercise (LiFE) programs for maintaining older adults' physical function: the paper-based adapted LiFE and mobile health device delivered enhanced LiFE. A self-reported method was used to measure users' monthly adherence over 12 months. This analysis aimed to explore young seniors' adherence patterns between enhanced LiFE and adapted LiFE groups. Results showed that adherence level decreased with time in both groups. The enhanced LiFE group had slightly higher adherence than the adapted LiFE group during most of the 12 months. However, the overall adherence levels were not significantly different during either intervention or follow-up periods. Monthly self-reported adherence measurement can help to understand users' adherence comprehensively. The comparable adherence levels between both groups indicate mobile health could be an alternative to delivering home-based physical activity for young seniors. However, this feasibility study was not powered to detect differences between groups. [ABSTRACT FROM AUTHOR]

In his work on the Theory of Modes, Beck (1996) suggested that there were flaws with his cognitive theory. He suggested that though there are shortcomings to his cognitive theory, there were not similar shortcomings to the practice of Cognitive Therapy. The author suggests that if there are shortcomings to cognitive theory the same shortcomings may apply to cognitive therapy. The author cites some work that suggest these same shortcomings and a modification to cognitive therapy, or, mode deactivation therapy.

Autism spectrum disorder is a complex neurological disorder characterized by impairments in communication and social interaction, limited patterns of behavior, interests and activities. Given the different forms of autism spectrum disorder and the fact that no two people are the same, an individual approach to each individual is required. Musical ability is one of the special talents that a child with an autism spectrum disorder can have. Such a child should be allowed to practice music. As a therapy, music therapy has proven to be effective in working with children with autism spectrum disorder, i.e. it has a positive effect on communication, vocalization, joint attention, eye contact, concentration, cooperation, cognitive functions, social skills, etc. This paper presents the observations obtained through the study case. The aim of the research was to show the behavior of students with autism spectrum disorder in the Music culture class and the impact of music therapy on their behavior. For the purposes of the research, two interviews were conducted, i.e. with a teaching assistant who worked with a student with an autism spectrum disorder and with the student's parents. The case study showed that the student has a developed musical ability, that he participates actively, with reserved attention, only in the Music culture classes, and that music therapy helped him in his expression and speech. It is essential to give these kids the tools they need to further develop their musical abilities. It will contribute to children with autism spectrum disorder feeling safe, happy, and accepted in their environment.

Background: Building 'key skills' may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area. Method: We undertook two studies with children with an intellectual disability in school settings: (1) a cross-sectional replication study exploring the relationship between 'key skills' and challenging behaviour. (2) a longitudinal study follow-up exploring change in 'key skill' levels and challenging behaviour. Results: The replication study recruited 74 participants, those scoring lowest in 'key skill' had a 94% chance of having challenging behaviour; those with the highest scores had a 6% chance. The follow-up study recruited 39 participants, we found a significant increase in children's 'key skill' level (p < 0.001) and a decrease in their challenging behaviour (p = 0.046). Conclusion: Building 'key skills' in children with an intellectual disability may help reduce or prevent challenging behaviour.

The field of sport-related concussion (SRC) is evolving quickly, and psychological aspects affecting athletes' recovery and well-being are now recognized as an important component for research and clinical practice. There has been considerable recent emphasis on empirical research into the psychological implications of SRC. This emphasis reflects trends from clinical research that indicate anxiety and mood-related issues may represent the primary symptoms in nearly 30% of concussions. In short, SRC and its psychological aspects is a major issue that influences not only athletes' performance, but also their physical and mental health. The purpose of this position paper is to provide a concise yet comprehensive review of the current state of research and evidence-based practice as it relates to the psychological aspects of SRC. More specifically, we present five postulates that are intended to stimulate discussion among researchers and allied health professionals who are interested in psychological aspects of SRC. Our intent in writing this position paper is to advance this subdiscipline within the area of SRC by discussing areas for growth in theory, research, and practice. Sport-related concussions (SRC) have become a public health issue, however little research has focused on the the psychological aspects of this injury. This position paper identifies five postulates that are intended to stimulate research and practice on psychological aspects of SRC. Multidisciplinary concussion care teams should include a sport psychology professional to assist with psychosocial recovery and well-being. Identify psychological factors that detract athletes from feeling ready to return to sport following a concussion (e.g., confidence, fear), and work with them to develop coping strategies to assist their return. Appropriately trained sport psychology professionals could deliver effective concussion education interventions that involve behavior change techniques. [ABSTRACT FROM AUTHOR]

This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS initiative to all grades. This article presents data from multiple measures of implementation fidelity to illustrate the 5-year process of bringing school-wide PBIS to scale.

Objective: Children report needle procedures as one of their most feared and painful experiences. Negative blood test experiences can lead to lifelong implications. Xploro is an online health information platform (app) that uses age-appropriate self-directed augmented reality (AR) techniques. This study evaluated the acceptability, feasibility and self-reported impact of Xploro on children undergoing a planned blood test. Method: Children aged 6-14 years accessed Xploro at home before attending hospital for a planned blood test. Paper data collection booklets were completed by children, their parents and health professionals. We explored participants' views of using Xploro and the perceived impact on a child's ability to undergo the blood test. Data were analysed using descriptive statistics and content analysis procedures. Results: Notably, 24 children, 24 parents and 6 health professionals participated. Children (96%; n = 23/24) reported that Xploro was 'fun' and 'easy to use' and helped them have their blood test (94%, n = 17/18), as they 'knew what to expect' and what would help them. Parents reported that the app helped 'open up a dialogue about the blood test' with their child and helped their child 'know what would happen during the blood test' and how to 'stay calm'. Health professionals (n = 6) reported that Xploro helped children access information 'at their leisure at home'. Conclusion: Xploro was reported as being a useful and engaging self-directed child-friendly information app for children having a planned blood test which helped children know what was going to happen and improved their experiences of having a blood test.

The prevalence of autism spectrum disorder (ASD) has risen significantly in the past two decades. Unfortunately, there is a shortage of mental health providers who have specialized training in delivering evidenced-based services to this population. Early intensive behavioral intervention (EIBI) is an evidenced-based treatment recommended for toddlers with ASD, and school psychologists are uniquely positioned to help children with ASD receive it. However, many school psychologists do not receive adequate training in this subspecialty. This paper makes recommendations to school psychology training programs about how to add or improve training in this subspecialty based on the results of an Office of Special Education Programs grant-funded ASD training program which involved collaboration between a NASP-approved and APA-accredited school psychology training program and a community-based early intensive behavioral intervention (EIBI) clinic. The grant supported development of an interdisciplinary didactic and clinical training program to increase the ASD knowledge, skills, and competencies of school psychology graduate students, with the broader goals of developing a replicable training model and increasing the workforce of trained providers for this underserved population. Fifteen graduate students completed the training program. Outcomes related to trainee knowledge, skills, and competencies, trainee satisfaction, and lessons learned over time analyzed within a logic model that guided the project's development and execution can be informative for other school psychology programs undertaking training in this subspecialty.

Special education teachers have one of the most challenging and stressful jobs in public education, which often leads to increased burnout. High levels of burnout have, in turn, been related to lower levels of fidelity of implementation in delivery of evidence-based behavior interventions. The purpose of this position paper is to (a) propose exploration of several potential malleable factors related to burnout of special educators serving students with and at risk for emotional and behavioral disorders, (b) link those suggestions to theoretical frameworks, (c) discuss the relation between burnout and fidelity, and (d) suggest measures that may be used to pursue this research, with the ultimate goal of helping the field discover means of intervention to remediate and prevent burnout.

This paper has two objectives, namely, to map the problems of history learning to promote peace in post-conflict societies and offer applicable solutions. The research questions are (1) How do schools in post-conflict areas experience pedagogical conflict, especially when confronting "difficult history" events that arise in classroom discussions? (2) How does the impacts caused? and (3) What solutions can be offered? This research paper is a qualitative research design with a phenomenological approach. The primary informants in this post-conflict generational research are teachers and students in East Aceh. Involved 55 participants from schools scattered in locations with predefined characteristics. The gender ratio was 69.6% females and 30.4% males. The youngest volunteer was 12 and the oldest was 52 of age. The main techniques used in the data collection was observation, which aims to observe the learning process in the classroom and various other potentials outside the classroom that contribute to conflict. Interviews were carried out to deepen the results of observations as data comparisons. The documentation study was conducted to analyze curriculum documents and the used teaching materials. The results of the research show that schools in post-conflict areas, especially in the research setting of "difficult history" learning, experience pedagogical conflict by placing teachers, students, and schools in a latent conflict structure. The behavior of teachers and students in a learning atmosphere is the culmination of contradictions in the knowledge and epistemology that students have before they enter the classroom. The most visible impact is the emergence of cognitive biases and unconscious history due to the tug of war between the psychological and social modalities of the post-conflict generation. Cognitive Behavioral Therapy application is in accordance with the peace education postulate started by deconstructing the image of the enemy and ended with conflict management skills.

In this paper, Tony Iantosca situates the academic integrity policies of US colleges and universities, as well as student plagiarism, in biopolitical frameworks. By examining the aporias that result from student plagiarism in the context of neoliberal knowledge production, which produces and depends upon individualized, skills-bearing students, Iantosca interrogates what educators can learn philosophically and pedagogically from the mutual misrecognition that occurs between institutional policy and the transgressing student. He frames this discussion with Michel Foucault's classic work on biopolitics as well as Roberto Esposito's immunitary paradigm in order to examine the implications of student illegibility for what Bernard Stiegler has called education's trans-individuating potential. The argument that emerges is that student plagiarism has multiple, contradictory significances that can nonetheless teach educators important lessons about property and individualism, and these lessons must be retained as we reinitiate, rather than punish, plagiarizing students. Iantosca then closes the paper with a brief consideration of the pedagogical implications of this argument.

Background: Specific treatment and interventions for individuals with Autism Spectrum Conditions who display harmful sexual behaviour have yet to be widely evaluated. This review aims to consolidate and assess the quality of research exploring non-pharmacological interventions for individuals with Autism Spectrum Conditions who display harmful sexual behaviour. Method: A systemic search of electronic databases was conducted. Articles were considered for inclusion, according to identified inclusion and exclusion criteria. At the end of the search, ten papers were deemed suitable for inclusion. Results: Ten studies were considered eligible for review, including a study of follow-up data of one of the original studies. Quality assessment indicated that the majority of papers provided weak research evidence, with only two papers receiving an "adequate" rating. A consistent methodological flaw was the lack of control groups for group interventions. Conclusions: There is currently a very small research base exploring non-pharmacological interventions for individuals with Autism Spectrum Conditions who display harmful sexual behaviour. The current research is littered with methodological flaws, however reveals some useful information regarding the use of functional behaviour assessment and individualised treatment planning, as well as some of the limitations of using adapted group CBT interventions. Suggestions for future research include; studies evaluating the effectiveness of behavioural interventions for individuals with Autism Spectrum Conditions who display harmful sexual behaviour, studies which include female participants, studies which utilise control groups where appropriate, and an evaluation of interventions for those with Autism Spectrum Conditions without Intellectual Disabilities.

Questions about human behavior and diversity have captured the attention of scientists from a wide range of philosophical stances for centuries. While behavior analysts would argue that natural science is an enlightening perspective when applied to the understanding of the human condition, at times arguments within certain campaigns would prefer Applied Behaviour Analysis (ABA) to be banned or abolished. In this paper we discuss some of the roots of this stance and suggest a way forward based on what are basically complementary views on the goals enshrined in rights-based practice.

Behavior analysts collaborating within interdisciplinary teams are likely to find themselves at difficult crossroads. Some of these crossroads include implementing alternative treatments, defining and determining risk and harm, and evaluating research and interventions. The purpose of this paper is to highlight some of these crossroads and provide guidelines on successfully navigating them. We contend that it is possible to navigate these crossroads while minimizing harm or risk for the client, adhering to the principles of science and behavior analysis, and remaining respectful of all members of the interdisciplinary team. That is, we can maintain the scientific tenets of philosophic doubt, empiricism, and experimentation, while remaining humble, and ensuring our clients access the most effective interventions available.

Background: Children and adolescents with Autism Spectrum Disorder (ASD) often experience symptoms of various mental disorders along with the characteristics that define ASD. High rates of several psychiatric disorders have been reported in people with ASD such as anxiety, depression, cognitive problems, emotional regulation difficulties and related behavioral problems can occur in children of all ages with ASD. There are many treatment programs that can help autistic persons cope with these symptoms. Cognitive and Behavioral Therapy (CBT), Information and Communication Technology (ICT) and more are treatment programs that can help people with autism recognize and manage their symptoms. Aim: This paper examines through bibliographic sources of the last 15 years the possible mental disorders that a child or adolescent with ASD may experience, as well as the therapeutic interventions that can help to manage them. Methodology: For the present bibliographic research, 15 scientific articles from English journals were used. The databases from which the scientific articles were found were PubMed, PsycINFO, MEDLINE, and Google Scholar. Results: According to the results of various studies, children and adolescents with autism show various symptoms of psychological disorders such as Anxiety Disorders, Depression and Obsessive-Compulsive Disorder. The combination of CBT and ICT can help people with autism recognize and manage their symptoms. Discussion: The various symptoms of disorders that children and adolescents with autism experience can have a major impact on their family, their daily life, their schooling, and their future work. It is of the utmost importance that these children enter into a treatment program in order to better manage and treat their symptoms. The support of the school is also very important.

Social anxiety disorder (SAD) is characterized by significant distress and avoidance surrounding social and performance situations with marked interpersonal and academic impairment. This review paper highlights cultural considerations relevant to the conceptualization, identification and treatment of SAD in Black youth. Research evaluating the utility of evidence-based measures to assess SAD suggest they are culturally relevant; however, gaps in knowledge regarding psychometric properties of even the most widely used instruments are evident. In regards to intervention, Cognitive Behavioral Therapy (CBT) approaches hold promise, yet there is a lack of research on the use of CBT with Black adolescents. Recommendations to incorporate cultural factors into CBT are provided and future work investigating culturally adapted interventions are needed. Finally, given significant disparities in access and utilization of mental health services with Black youth, strategies to increase treatment engagement, such as school-based services, are important to consider.

There are conflicting theories about the best ways to support behaviour in schools. This paper captures the perspectives of UK primary school staff regarding the advantages and disadvantages of different behaviour support approaches, in addition to exploring the facilitators and barriers to adopting relational-based approaches. Virtual semi-structured interviews were conducted with 15 school staff across three mainstream primary schools. A reflexive thematic analysis identified nine themes. Participants commented on the approaches' flexibility, familiarity, positive long-term behaviour change and emotional wellbeing and relationships. Key facilitators to adopting relational-based approaches included: whole-school training and understanding; quality and type of training; and working together and feeling supported. Key barriers included: changing perspectives; ease of implementation and familiarity; scarcity of resources; and persevering in the face of difficulties. Themes are discussed in light of psychological research and implications for educational practitioners and future research are considered.

Wales is often compared favourably to other countries because of its commitment to the UN Convention on the Rights of the Child and lower levels of school exclusions. Systematic analysis of policy documents reveals the dominance of a rights-based discourse in approaching the challenge of school exclusions, which are explained in terms of socio-economic circumstances rather than individual pathologies. However, the analysis also reveals silences and tensions within the discourse which suggest that a rights-based approach may not provide a useful framework for reducing school exclusions. There are challenges in balancing competing rights and in reconciling children as rights-holders with the rules and regimes of schools. There is also a significant mismatch between the causes of exclusions and the proposed remedies. The paper concludes by arguing that until these incongruities are addressed, it is hard to see how policy relating to school exclusion can be effective.

Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediated through social skills instruction; however, social skills instruction has been fairly criticized, particularly by those in the autistic community, as serving the needs of third parties (e.g. teachers) rather than the autistic student by teaching and reinforcing a neurotypical standard of social behavior and minimizing autistic perspectives. The purpose of this paper is to propose a framework for culturally-relevant and flexible social skills assessment and intervention that emphasizes student autonomy, functionally relevant outcomes, and culturally sensitive social skill development. The hope is that this framework can be used to generate further research into the effectiveness and acceptability of a new paradigm of social skills instruction.

This paper presents results from an experimental evaluation of an intervention designed to enhance virtual student support. During the 2019-2020 school year, randomly selected mentors in a school-based mentoring program received monthly reminders with tips for communicating with youth via text, email, and phone. Unexpectedly, the results showed that although the nudges did not impact the frequency of mentor outreach (student-reported), they reduced the rate at which students reached out (mentor-reported) and saw themselves as responsive to their mentors. Moreover, and possibly as a consequence, mentors who received the intervention felt less connected to students and less satisfied with their mentoring relationships, and treated students gained less than comparison students from the mentoring program as a whole in terms of their personal and attitudinal growth. The findings add important nuance to the evidence on how behavioral interventions in educational contexts operate. Although past studies find that nudges can support engagement in discrete tasks, these findings suggest that prescribing relational practices may be less effective. Thus, mentor supports must be carefully designed in order to yield the intended benefits for students.

This article explores the implementation of Radically Open Dialectical Behavior Therapy (RO DBT) in a University or College Counseling Setting (UCCS). The authors review the rationale for including RO DBT in a UCCS and the process of implementing the treatment at their center. This paper evaluates this newly implemented treatment by examining clinician experience, feasibility, and adaptability of RO DBT including Words of Wisdom regarding future implementations of RO DBT in a UCCS.

Background: Almost no research has been published reporting on evaluations of the effectiveness of psychological interventions for people with severe to profound intellectual disabilities and depression. This paper describes the development and initial feasibility testing of an adapted Behavioural Activation therapy (BeatIt2) for this population. Method: Phase 1 of the study examined participant recruitment and willingness to be randomised in the context of a planned Randomised Controlled Trial (RCT). Phase 2 examined the feasibility of delivering the intervention. Results: Twenty adults with a severe or profound intellectual disability and clinically significant depression were recruited to Phase 1 of the study. In Phase 2, there was 100% participant retention for those recruited to the study at 6-month follow-up. The BeatIt2 therapy was reported to be acceptable for participants. Conclusion: COVID disruption meant that it was not possible to complete the planned feasibility RCT. The positive findings suggest that additional evaluation of BeatIt2 is warranted.

Aim: To describe the non‐significant results in nurses' outcomes after the implementation of person‐centred care (PCC) and discuss if and how enablers of the WE‐CARE roadmap for implementing PCC could abate the non‐significant results. Design: In this paper, an innovative framework of enablers in the WE‐CARE Roadmap is explained in relation to increased PCC and nurses' job satisfaction. Method: Findings from a scoping review and published material provided how PCC and nurses' outcomes connect. The WE‐CARE roadmap entails five enablers: Information technology, Quality measures, Infrastructure, Incentive systems and contracting strategies. Results: The WE‐CARE roadmap was described and each enabler in the WE‐CARE roadmap is discussed concerning PCC and the nurses' job satisfaction. Thus far, the effects of PCC on nurses' outcomes have been non‐significant. The WE‐CARE roadmap enablers can be implemented to ensure an increased PCC implementation and higher nurses' job satisfaction. [ABSTRACT FROM AUTHOR]

This article presents the argument presented by the author regarding the views of Baron and Galizio (2005), which provide an accurate and very clear version of the author's arguments against the use of the positive-negative reinforcement distinction in behavior analysis. Here, the author points out few things to add to Baron and Galizio's (2005) presentation on the positive-negative reinforcement distinction. These include: conditioned reinforcement as stimulus change, positive psychology, stock-maintained behavior, and textbook coverage.

The Division for Emotional and Behavioral Health (DEBH; Formerly Council for Children with Behavioral Disorders, CCBD) put forward a position paper with recommendations for the use of physical restraint procedures in educational settings. In addition to providing relevant background regarding the use of restraint, the position paper set forth a Declaration of Principles and offered specific recommendations for its use. The current paper follows up on CCBD's position paper, elaborating on the specific recommendations as they pertain to practitioners and administrators who serve children with behavioral challenges.

Background: People with intellectual disabilities are more likely to experience sleep problems, which can affect quality of life, physical health, mental health and well-being. Methods: An integrative literature review was conducted to investigate what is known about behavioural sleep disturbances in people with an intellectual disability. The search used the following databases: Scopus, PsycInfo and Cinahl, to find papers published since 2015. Results: Within intellectual disability research, sleep appears as a common issue due to its high prevalence, negative relationships with an individual's physical and mental health, their quality of life, and impact of sleep problems on family or carers. The growing evidence base appears to support the use of behavioural, lifestyle and pharmacological interventions to improve sleep in people with an intellectual disability. Conclusion: A wide array of literature provides evidence that people with intellectual disabilities are affected by and need support with their sleep.

The topic of camouflaging, masking, and compensatory behaviors as it relates to autistics/individuals diagnosed with autism spectrum disorder has seen increasing discussions both in the peer reviewed literature and at professional conferences. Some professionals claim there is a link between those autistics/ individuals diagnosed with autism spectrum disorder who received behavioral intervention and demonstrating camouflaging, masking, and compensatory behaviors. The purpose of this literature review was to evaluate the current state of experimental and non-experimental research on camouflaging, masking, and compensatory behaviors as it relates to autistics/individuals diagnosed with ASD. Additionally, the researchers evaluated the link between behavioral intervention and camouflaging, masking, and compensatory behaviors for autistics/ individuals diagnosed with ASD. Future directions both in terms of clinical practice and research are discussed in this paper.

SHAPE America (2021) contends the use of physical activity used as punishment and/or behavior management as an inappropriate practice. The position statement acknowledges both the administration and withholding of physical activity as punishment, however, this paper focuses on the use of exercise as punishment (EAP) in physical education settings. While deemed inappropriate, the use of EAP is still happening today (Barney et al., 2016). The purpose of this viewpoint paper is to encourage appropriate pedagogies and practices while increasing awareness of national recommendations. Strategies for advocacy efforts are discussed.

Social validity refers to the extent to which applied behavior analytic (ABA) treatment goals, methods, and/or outcomes are acceptable and meaningful to stakeholders. The aim of this conceptual paper is to suggest how social validity may be promoted during behavioral consultation in school systems and how the assessment of various aspects of social validity contributes to this throughout the consultation process. Literature pertaining to the concept of social validity, rapport-building, collaboration with stakeholders in behavioral school consultation, and the assessment of social validity are reviewed and synthesized. Social validity may be promoted in several domains: communication with consultees, collaborative selection of treatment methods and student objectives, consultee training, and measurement of outcomes meaningful to stakeholders. Social validity assessment can occur in all of these domains and is ideally a continuous process that informs all phases of consultation. There is a particular need for direct measurement of the social significance of behavioral consultation services. Social validity is integral to all aspects of the behavioral school consultation process, and it may be facilitated by incorporating valid social validity assessments into every stage of the consultation process.

In recent years, there has been growing interest in the possible use of nutraceuticals to improve and optimize dyslipidemia control and therapy. Based on the data from available studies, nutraceuticals might help patients obtain theraputic lipid goals and reduce cardiovascular residual risk. Some nutraceuticals have essential lipidlowering properties confirmed in studies; some might also have possible positive effects on nonlipid cardiovascular risk factors and have been shown to improve early markers of vascular health such as endothelial function and pulse wave velocity. However, the clinical evidence supporting the use of a single lipid-lowering nutraceutical or a combination of them is largely variable and, for many of the nutraceuticals, the evidence is very limited and, therefore, often debatable. The purpose of this position paper is to provide consensus-based recommendations for the optimal use of lipid-lowering nutraceuticals to manage dyslipidemia in patients who are still not on statin therapy, patients who are on statin or combination therapy but have not achieved lipid goals, and patients with statin intolerance. This statement is intended for physicians and other healthcare professionals engaged in the diagnosis and management of patients with lipid disorders, especially in the primary care setting. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe the development of the Phased Model of Adventure Therapy. Adventure therapy is the use of adventure experiences to engage clients on cognitive, affective and behavioural levels. Use of adventure therapy has been found to improve psychological wellbeing, self- esteem and behaviour in young people. A UK-based adventure therapy provider, the Creative Outdoors Group, provides care to young people who are currently looked after by the Local Authority and display complex emotional and/or behavioural needs. The Phased Model of Adventure Therapy has been developed in association with the Creative Outdoors Group to promote improvements in psychological and behavioural functioning. The model consists of several theoretical models applied alongside a regime of adventure or outdoor activities. This paper describes the theoretical underpinnings of the Model and how this was applied to an adventure therapy regime.

Background: Homelessness is a traumatic experience, and can have a devastating effect on those experiencing it. People who are homeless often face significant barriers when accessing public services, and have often experienced adverse childhood events, extreme social disadvantage, physical, emotional and sexual abuse, neglect, low self‐esteem, poor physical and mental health, and much lower life expectancy compared to the general population. Rates of problematic substance use are disproportionately high, with many using drugs and alcohol to deal with the stress of living on the street, to keep warm, or to block out memories of previous abuse or trauma. Substance dependency can also create barriers to successful transition to stable housing. Objectives: To understand the effectiveness of different substance use interventions for adults experiencing homelessness. Search Methods: The primary source of studies for was the 4th edition of the Homelessness Effectiveness Studies Evidence and Gaps Maps (EGM). Searches for the EGM were completed in September 2021. Other potential studies were identified through a call for grey evidence, hand‐searching key journals, and unpacking relevant systematic reviews. Selection Criteria: Eligible studies were impact evaluations that involved some comparison group. We included studies that tested the effectiveness of substance use interventions, and measured substance use outcomes, for adults experiencing homelessness in high income countries. Data Collection and Analysis: Descriptive characteristics and statistical information in included studies were coded and checked by at least two members of the review team. Studies selected for the review were assessed for confidence in the findings. Standardised effect sizes were calculated and, if a study did not provide sufficient raw data for the calculation of an effect size, author(s) were contacted to obtain these data. We used random‐effects meta‐analysis and robust‐variance estimation procedures to synthesise effect sizes. If a study included multiple effects, we carried out a critical assessment to determine (even if only theoretically) whether the effects are likely to be dependent. Where dependent effects were identified, we used robust variance estimation to determine whether we can account for these. Where effect sizes were converted from a binary to continuous measure (or vice versa), we undertook a sensitivity analysis by running an additional analysis with these studies omitted. We also assessed the sensitivity of results to inclusion of non‐randomised studies and studies classified as low confidence in findings. All included an assessment of statistical heterogeneity. Finally, we undertook analysis to assess whether publication bias was likely to be a factor in our findings. For those studies that we were unable to include in meta‐analysis, we have provided a narrative synthesis of the study and its findings. Main Results: We included 48 individual papers covering 34 unique studies. The studies covered 15, 255 participants, with all but one of the studies being from the United States and Canada. Most papers were rated as low confidence (n = 25, or 52%). By far the most common reason for studies being rated as low confidence was high rates of attrition and/or differential attrition of study participants, that fell below the What Works Clearinghouse liberal attrition standard. Eleven of the included studies were rated as medium confidence and 12 studies as high confidence. The interventions included in our analysis were more effective in reducing substance use than treatment as usual, with an overall effect size of –0.11 SD (95% confidence interval [CI], −0.27, 0.05). There was substantial heterogeneity across studies, and the results were sensitive to the removal of low confidence studies (−0.21 SD, 95% CI [−0.59, 0.17] − 6 studies, 17 effect sizes), the removal of quasi‐experimental studies (−0.14 SD, 95% CI [−0.30, 0.02] − 14 studies, 41 effect sizes) and the removal of studies where an effect size had been converted from a binary to a continuous outcome (−0.08 SD, 95% CI [−0.31, 0.15] − 10 studies, 31 effect sizes). This suggests that the findings are sensitive to the inclusion of lower quality studies, although unusually the average effect increases when we removed low confidence studies. The average effect for abstinence‐based interventions compared to treatment‐as‐usual (TAU) service provision was –0.28 SD (95% CI, −0.65, 0.09) (6 studies, 15 effect sizes), and for harm reduction interventions compared to a TAU service provision is close to 0 at 0.03 SD (95% CI, −0.08, 0.14) (9 studies, 30 effect sizes). The confidence intervals for both estimates are wide and crossing zero. For both, the comparison groups are primarily abstinence‐based, with the exception of two studies where the comparison group condition was unclear. We found that both Assertative Community Treatment and Intensive Case Management were no better than treatment as usual, with average effect on substance use of 0.03 SD, 95% CI [−0.07, 0.13] and –0.47 SD, 95% CI [−0.72, −0.21] 0.05 SD, 95% CI [−0.28, 0.39] respectively. These findings are consistent with wider research, and it is important to note that we only examined the effect on substance use outcomes (these interventions can be effective in terms of other outcomes). We found that CM interventions can be effective in reducing substance use compared to treatment as usual, with an average effect of –0.47 SD, 95% CI (−0.72, −0.21). All of these results need to be considered in light of the quality of the underlying evidence. There were six further interventions where we undertook narrative synthesis. These syntheses suggest that Group Work, Harm Reduction Psychotherapy, and Therapeutic Communities are effective in reducing substance use, with mixed results found for Motivational Interviewing and Talking Therapies (including Cognitive Behavioural Therapy). The narrative synthesis suggested that Residential Rehabilitation was no better than treatment as usual in terms of reducing substance use for our population of interest. Authors' Conclusions: Although our analysis of harm reduction versus treatment as usual, abstinence versus treatment as usual, and harm reduction versus abstinence suggests that these different approaches make little real difference to the outcomes achieved in comparison to treatment as usual. The findings suggest that some individual interventions are more effective than others. The overall low quality of the primary studies suggests that further primary impact research could be beneficial. [ABSTRACT FROM AUTHOR]

Media coverage of recent high-profile sexual harassment scandals and subsequent #MeToo publicity confirms that sexual harassment continues to plague corporate cultures. Organizations have previously relied on professional training and policy creations to address workplace misconduct. These initiatives are primarily predicated on legal and compliance efforts to reduce misconduct and maintain more harassment free environments. Even with calls from regulatory agencies and media coverage, corporate cultures do not appear to have changed. This exploratory investigation suggests that organizations continue to rely on established methods of addressing sexual harassment and should utilize behavioral modeling to improve corporate cultures. Ideas forwarded within this paper will begin discussions regarding the use of behavioral modeling by leaders to solidify improved anti-harassment cultures.

While disability is recognised by the United Nations Convention on the Rights of Persons with Disabilities (CRPD) as an evolving concept, the language of positive behaviour support has not kept pace with the current human rights-based approach. The widely-used terms 'challenging behaviour' and 'behaviours that challenge' imply that the behaviour is inherent in a person with disability. Words have power in shaping practice: when the behaviour of the person with disability is framed as the problem, this leads to a pathologisation or labelling that can provide a rationale to medicate and restrain as a way of 'managing the challenging behaviour'. Many behaviours seen as being challenging could be better understood as 'adaptive behaviours to maladaptive environments', or legitimate responses to difficult environments and situations. In this paper, we argue that the language and implementation of positive behaviour support should better take into account the CRPD and contemporary evidence on behaviour change interventions, which support a shift away from focusing on individuals' behaviours towards putting environments front and centre. We outline how the social-ecological model could be used as a framework to more explicitly address 'environments of concern' in developing tailored and system-wide responses to behaviour support needs. We argue there is an urgency for this paradigm shift to better reflect the views of people with disability and improve outcomes.

Schools in the United States are becoming more diverse with respect to race, ethnicity, gender, and sexuality, but many minority students experience disconnection from school for a variety of reasons. Longstanding research on the jigsaw method suggests that it has been an effective intervention for increasing interdependence among students and fostering prosocial behaviors that would increase social connection. More recent research on the jigsaw method has focused on its strong effects on academic learning and has largely overshadowed its original purpose to improve social interactions and increase inclusion. This paper is an attempt to revive the jigsaw method as an effective intervention to increase prosocial behavior while at the same time improving academic performance. Practical implementation information, including an implementation checklist, is offered for teachers and school-based mental health professionals looking to implement the intervention in classroom settings.