*Note: These contents are assembled from several web sites, some of whom are now defunct. Although I have the documents in my records, I've provided the current links to available items. Copies of material from defunct sites, as well as my works, are provided. Copyright belongs to the authors and/or publishers of the material according to the information contained in the documents. An internet search of the titles or of content from the material should be made for referencing purposes. The owner of this web site only claims authorship where indicated within the material.
Centre of Excellence for Clinical Innovation and Behaviour Support (Australia) — The Centre of Excellence works alongside all stakeholders in the disability sector to support best practice in supporting people with disabilities who have high and complex needs, consistent evidence-based clinical practices and resources to support decision-makers, including service users and their families.
Emotions Matter: Making the Case for the Role of Young Children’s Emotional Development for Early School Readiness (2002) — This Social Policy Report considers the importance of young children’s emotional development for their school readiness, suggesting that social scientists can provide policy makers with concrete ways to conceptualize, measure and target young children’s emotional adjustment in early educational and child care settings.
Evidence-Based Practice and Intellectual Disabilities 2014 — Provides clinical guidelines based on the strength of evidence of treatments for a given problematic behavioral topography or disorder
Evidence-Based Practices for Improving Challenging Behaviors of Students With Severe Disabilities 2015 — This paper features an innovation configuration (IC) matrix that can guide teacher preparation professionals in the development of appropriate content for evidence-based practices (EBPs) for improving challenging behaviors of students with severe disabilities. This matrix appears in Appendix A.
Expressing Warmth and Affection to Children — Warmth and affection are aspects of positive teacher-child relationships that are critical for children’s well-being in early education settings.
Fathers and Father-Figures: Their Important Role in Children’s Social and Emotional Development — In recent years, the focus has shifted to a strengths based approach, looking at the positive impact of father involvement and contibutionto the the day-to-day care of young children.
Fostering Emotional Literacy in Young Children: Labeling Emotions — Emotional literacy is the ability to identify, understand, and respond to emotions in oneself and others in a healthy manner. Children who have a strong foundation in emotional literacy tolerate frustration better, get into fewer fights, and engage in less self-destructive behavior than children who do not have a strong foundation.
Handbook of Evidence-Based Practices in Intellectual and Developmental Disabilities 2016 — Distills current research across related disciplines on assessment, treatment and training modalities, and evidence-based outcomes for major clinical areas in intellectual disability
Helping Children Learn to Manage Their Own Behavior — Children can learn to monitor their own behavior and control their own actions through using these self-management techniques.
Problem-Solving Consultation for Children with Developmental Delays and Behavior Problems — In the current study, the authors investigated the efficacy of a comprehensive problem-solving consultation program involving parents, teachers and consultants for children with developmental delays and behaviour problems in the home and school environments.
Promoting Positive Peer Social Interactions — Positive social interactions are interactions that take place between peers that are positive in nature and successful for both children involved. These peer interactions are important because they lead to positive social and emotional development in children. Research has shown that children who can interact successfully with their peers, even during preschool, are more popular, have stronger friendships, and are included more often in classroom activities than children who lack these skills.
Resources: What Works Briefs — What Works Briefs: Summaries of Effective Practices for Supporting Children's Social-Emotional Development and Preventing Challenging Behaviors. The Briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the Brief.
South Australian Council on Intellectual Disability was the Intellectual Disability Services Council (1976 - 2006) a source of great resources
Strategies for Increasing Peer Social Interactions: Prompting and Acknowledgment — Providing children with prompts or cues to engage in social behaviors has been shown over time to increase their social behaviors with their peers.
Using Choice and Preference to Promote Improved Behavior — Children tend to be more cooperative, more engaged, and better behaved when they are involved with activities, materials, and individuals that they enjoy. Therefore, teachers, parents, and other caregivers can promote improved behavior by providing children access to preferred toys, materials, activities, and even social partners.
Using Choice and Preference to Promote Improved Behavior HANDOUT — Checklist
Using Environmental Strategies to Promote Positive Social Interactions — teachers and other caregivers can make many adaptations to the environment to encourage positive social interactions between children in the classroom.