References

Reference publications

Accordion Content
  1. Ahmed-Husain, S., Dunsmuir, S. (2014). An evaluation of the effectiveness of Comic Strip Conversations in promoting the inclusion of young people with autism spectrum disorder in secondary schools. International Journal of Developmental Disabilities. Vol.60 (2). pp. 89-108.
  2. Allen, K. B., Barber, C. R. (2015). Examining the use of play activities to increase appropriate classroom behaviors. International Journal of Play Therapy. Vol.24(1), pp. 1-12.
  3. Asaro-Saddler, K. (2016). Using Evidence-Based Practices to Teach Writing to Children with Autism Spectrum Disorders. Preventing School Failure, 60(1), 79–85.
  4. Aspiranti, K. B., Bebech, A., Ruffo, B., Skinner, C. H. (2019). Classroom management in self-contained classrooms for children with autism: Extending research on the color wheel system. Behavior Analysis in Practice. Vol.12 (1), pp. 143-153.       
  5. Autism SA. (2015). ASD Around the Internet: Lego may be a good building block to communicate with autistic children. Retrieved from http://www.autismsa.org.au/Media/Default/AAP/AAP%20NT%20Newsletter/June…
  6. Barlett, C. (2013). Excuses, excuses: A meta-analytic review of how mitigating information can change aggression and an exploration of moderating variables. Aggressive Behavior, 39(6), 472-481. Doi: http://dx.doi.org/10.1002/ab.21491
  7. Beauchemin, J., Hutchins, T. L. & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review13(1), 34-45. doi:10.1177/1533210107311624
  8. BeYou. (2019). Suicide Prevention and Response: Suicide Prevention. Retrieved December 14, 2017, from https://beyou.edu.au/resources/suicide-prevention-and-response/suicide-…
  9. BeYou. (2019). Suicide Prevention: Self Harm. Retrieved December 14, 2017, from https://beyou.edu.au/resources/suicide-prevention-and-response/suicide-…
  10. Bork P., Bennett S. (2019). Video self-modeling, fading, and reinforcement: An effective treatment package for children with selective mutism. Emcare Nursing & Allied Health Database Clinical Child Psychology and Psychiatry
  11. Bothe D. A., Grignon J. B., Olness K. N. (2014). The effects of a stress management intervention in elementary school children. BMEDLINE(R) including Daily update Journal of Developmental & Behavioral Pediatrics. 35(1):62-7.     
  12. "Boudreau, B., Vladescu, J., Kodak, T., Argott, P. & Kisamore, A. (2015). A comparison of differential reinforcement procedures with children with autism. Journal Of Applied Behavior Analysis, 48(4), 918-923. Doi: http://dx.doi.org/10.1002/jaba.232”
  13. Brajša-Žganec, A., Merkaš, M., Šakic Velic, M. (2019). The Relations of Parental Supervision, Parental School Involvement, and Child's Social Competence with School Achievement in Primary School. Psychology in the Schools, v56 n8 p1246-1258.
  14. Britton, Willoughby B; Lepp, Nathaniel E; Niles, Halsey F; Rocha, Tomas; Fisher, Nathan E; Gold, Jonathan S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology. Vol.52 (3), pp. 263-278. 
  15. "Brukner, L. (2014). The Kids' Guide to Staying Awesome and in Control: Simple Stuff to Help Children Regulate Their Emotions and Senses. London, United Kingdom: Jessica Kingsley Publishers."
  16. Buchler, R. K. (2013). Anxiety-reducing strategies in the classroom (Doctoral dissertation). Retrieved November 22, 2017, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.684.5831&rep=r…
  17. Burnett, P. C., Mandel, V. (2010) Praise and Feedback in the Primary Classroom: Teachers’ and Students’ Perspectives. Australian Journal of Educational & Developmental Psychology. Vol 10, 2010, pp. 145-154
  18. Busse RT, Downey J. (2011). Selective Mutism: A Three-Tiered Approach to Prevention and Intervention. Contemporary School Psychology. 15:53-63. http://www.caspwebcasts.org/new/index.php?option=com_content&view=artic….
  19. Caballo, V. E., Carrillo, G. B., Ollendick, T. H. (2015). Effectiveness of a social skills play-based training program intervention for childhood social anxiety. APA PsycInfo Behavioral Psychology. Vol.23(3), pp. 403-427.
  20. Cachia, R., Anderson, A. & Moore, D. (2016). Mindfulness in Individuals with Autism Spectrum Disorder: a Systematic Review and Narrative Analysis. Review Journal Of Autism And Developmental Disorders, 3(2), 165-178. Doi: http://dx.doi.org/10.1007/s40489-016-0074-0
  21. Capodieci, A., Rivetti, T., Cornoldi, C. (2016) . A Cooperative Learning Classroom Intervention for Increasing Peer's Acceptance of Children With ADHD. Embase https://doi.org/10.1177%2F1087054716666952.
  22. Cash, R. E. (2003). When it hurts to be a teenager. Principal Leadership 4(2), 11-15.  Retrieved 30 April 2017, from  http://www.ndasp.org/uploads/5/2/8/5/5285105/depression_nassp_october_0…
  23. Chang, Y., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research In Autism Spectrum Disorders, 27, 1-10. Doi: http://dx.doi.org/10.1016/j.rasd.2016.03.010
  24. Chaturvedi, A., Gartin, B. C.., Murdick, N. L. (2011). Tourette Syndrome: Classroom Implications . Physical Disabilities: Education and Related Services, v30 n1 p53-66.
  25. Chaturvedi, A., Murdick, N. L., Gartin, B. C. (2014). Obsessive Compulsive Disorder: What an Educator Needs to Know . Physical Disabilities: Education and Related Services, v33 n2 p71-83. (EJ1061910).
  26. Cheek, J., Abrams, E. M., Lipschitz, D. L., Vago, D. R., Nakamura, Y. (2017). Creating novel school-based education programs to cultivate mindfulness in youth: What the letters told us. Journal of Child and Family Studies. Vol.26(9), pp. 2564-2578. 
  27. Cirelli, C. A., Sidener, T. M., Reeve, K. F., Reeve, S. A. (2016). Using activity schedules to increase on-task behavior in children at risk for attention-deficit/hyperactivity disorder. Education & Treatment of Children. Vol.39(3), pp. 283-300. 
  28. Clarke, C. & Alter, R. (2016). The Anxiety Workbook For Kids. Oakland, United States of America: New Harbinger Publications.
  29. Cornelius, C., Fedewa, A. L., Ahn, S. (2017). The effect of physical activity on children with ADHD: A quantitative review of the literature. Journal of Applied School Psychology. Vol.33(2), pp. 136-170. 
  30. Dadds, M. & Hawes, D. (2006). Integrated Family Intervention for Child Conduct Problems: A behaviour-attachment-systems intervention for parents. Bowen Hills, Queensland: Australian Academic Press.
  31. Dawson, G. & Burner, K. (2011). Behavioral interventions in children and adolescents with autism spectrum disorder. Current Opinion In Pediatrics, 23(6), 616-620. Doi: http://dx.doi.org/10.1097/mop.0b013e32834cf082
  32. DeJager, B., Houlihan, D., Filter, K. J., Mackie, P. F. E., Klein, L. (2020). Comparing the effectiveness and ease of implementation of token economy, response cost, and a combination condition in rural elementary school classrooms. Journal of Rural Mental Health. Vol.44(1), pp. 39-50.
  33. Denault, A-S., Dery, M. (2015). Participation in organized activities and conduct problems in elementary school: The mediating effect of social skills. Journal of Emotional and Behavioral Disorders. Vol.23(3),  pp. 167-179. 
  34. Dewi, S. Y., Wiwie, M., Sastroasmoro, S., Irwanto, Purba, J. S., Pleyte, W. E. H., Haniman. (2015). Effectiveness of mindfulness therapy among adolescent with conduct disorder in Jakarta, Indonesia. Procedia - Social and Behavioral Sciences, 165, 62–68. Doi: 10.1016/j.sbspro.2014.12.605
  35. Dhaem, J. (2020). Responding to Minor Misbehavior through Verbal and Nonverbal Responses. Beyond Behavior. 2012;21(3):29-34. http://www.ccbd.net/sites/default/files/bebe-21-03-29.pdf.
  36. Diebel, T., Woodcock, C., Cooper, C., Brignell, C. (2016). Establishing the effectiveness of a gratitude diary intervention on children's sense of school belonging. Educational and Child Psychology. Vol.33(2), pp. 117-129.  
  37. Dijkman, M., Harting, J., van Tol, L. & van der Wal, M. (2015). Sustainability of the good behaviour game in Dutch primary schools. Health Promotion International, 32(1), 79-90. Doi: http://dx.doi.org/10.1093/heapro/dav055
  38. Diorio, R., Bray, M., Sanetti, L., Kehle, T. (2019). Using video self-modeling to increase compliance to classroom requests in students with autism spectrum disorder, International Journal of School & Educational Psychology, 7:sup1, 145-157, DOI: 10.1080 /21683603.2018.1443857.
  39. Dornbush, M. P., Pruitt, S. K. (1995). Teaching the tiger: A handbook for individuals involved in the education of students with attention deficit disorders, Tourette syndrome or obsessive-compulsive disorder. Duarte, CA: Hope Press.
  40. DuPaul, G. J., Weyandt, L. L. & Janusis, G. M. (2011). ADHD in the Classroom: Effective Intervention Strategies. Theory into Practice, 50(1), 35-42. Doi: 10.1080/00405841.2011.534935
  41. Eiraldi, R. B., Mautone, J. A., Power, T. J. (2012). Strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America. Vol.21(1), 2012, pp. 145-159. 
  42. Fancourt, D., Garnett, C., Spiro, N., West, R., Müllensiefen, D. (2019). How do artistic creative activities regulate our emotions? Validation of the Emotion Regulation Strategies for Artistic Creative Activities Scale (ERS-ACA). https://journals.plos.org/plosone/article?id=10.1371/journal.pone.02113…
  43. Fantuzzo. J. W., A. Cynthia., Rohrbeck A., Dirk Hightower. D., William C. Strategies in Behavioural Chance Teachers' use and children's preferences of rewards in elementary school. (991) https://doi.org/10.1002/1520-6807(199104)28:2<175::AID-PITS2310280213>3… 10 PDFPDF
  44. Fiske, K., Isenhower, R., Bamond, M., Delmolino, L., Sloman, K. & LaRue, R. (2015). Assessing the value of token reinforcement for individuals with autism. Journal Of Applied Behavior Analysis, 48(2), 448-453. Doi: http://dx.doi.org/10.1002/jaba.207
  45. "Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J. & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70-95. Doi: 10.1080/15377900903379125"
  46. Floyd, Kimberly K.; Hester, Peggy; Griffin, Harold C. (2008). Reactive Attachment Disorder: Challenges for Early Identification and Intervention within the Schools. International Journal of Special Education, v23 n2 p47-55
  47. Frieze, S. (2015). How Trauma Affects Student Learning and Behaviour. BU Journal of Graduate Studies in Education, v7 n2 p27-34  (EJ1230675)
  48. Froh, J., Kashdan, T., Ozimkowski, K. & Miller, N. (2009). Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator. The Journal of Positive Psychology, 4, 408–422. Doi:10.1080/17439760902992464
  49. Froh, J., Sefick, W. & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46, 213–233. Doi:10.1016/j.jsp.2007.03.005
  50. Froh, J., Yurkewicz, C. & Kashdan, T. (2009). Gratitude and subjective well-being in early adolescence: examining mechanisms and gender differences. Journal of Adolescence, 32, 633–650. Doi: 10.1016/j.adolescence.2008.06.006
  51. Gagnon, E.(2001) Power Cards Using Sepial Interests to motivate Children and Youth with Asperger Synddrome and Autism. Austism Asperger Publishing Co.
  52. Garrotea, A., Dessemontet, R.S., &  Opitza, E.M. (2016). Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions. Retrieved 3/4/2020 from, https://www.sciencedirect.com/science/article/pii/S1747938X16300604
  53. Geng, G. (2011). Investigation of Teachers’ Verbal and Non-Verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students’ Behaviours within a Classroom Environment. Australian Journal of Teacher Education. 36(7):17-30.
  54. Ginsburg, K. R. (2011). Building resilience in children and teens: Giving kids roots and wings. (2nd ed.). Elk Grove Village, IL: American Academy of Pediatrics.
  55. Goldbeck, L., Schmid. K. (2003) Effectiveness of autogenic relaxation training on children and adolescents with behavioral and emotional problems. https://www.ncbi.nlm.nih.gov/pubmed/12960704
  56. Goldstein, C. (2017). What to do (and not do) when children are anxious. Retrieved February 8, 2017, from https://childmind.org/article/what-to-do-and-not-do-when-children-are-a…
  57. Grazzani, I., Ornaghi, V. & Crugnola, C.R. (2015). Emotional comprehension and attachment: A conversational intervention with school-aged children. European Review of Applied Psychology, 65(6), 267-274. Doi: https://doi.org/10.1016/j.erap.2015.10.004
  58. Greif Green, J., Comer, J. S., Donaldson, A. R., Elkins, R. M., Nadeau, M. S., Reid, G., Pincus, D. B. (2017). School functioning and use of school-based accommodations by treatment-seeking anxious children.  Journal of Emotional and Behavioral Disorders. Vol.25(4), pp. 220-232. 
  59. Grosberg, D., Charlop, M. (2014) Teaching persistence in social initiation bids to children with autism through a portable video modeling intervention (PVMI). Journal of Developmental and Physical Disabilities. Vol.26 (5), pp. 527-541.         
  60. Hand, K. (2105). The relationship between the physical classroom environment and the academic functioning of school age males and females.  APA PsycInfo Dissertation Abstracts International Section A: Humanities and Social Sciences. Vol.75(10-A(E)).
  61. Hanley, M., Khairat M., Taylor, K., Wilson R., Cole-Fletcher, R., Riby, DM. (2017). Classroom displays-Attraction or distraction? Evidence of impact on attention and learning from children with and without autism. Developmental Psychology. 53(7):1265-1275, 2017 07.     
  62. Hascoët, M., Pansu, P., Bouffard, T. (2018). The Harmful Aspect of Teacher Conditional Support on Students' Self-Perception of School Competence. European Journal of Psychology of Education, v33 n4 p615-628.
  63. "Hashim, H. A., Zainol, N. A. (2014). Changes in emotional distress, short term memory, and sustained attention following 6 and 12 sessions of progressive muscle relaxation training in 10–11 years old primary school children. Psychology, Health & Medicine, Vol. 20, No. 5, 623–628, http://dx.doi.org/10.1080/13548506.2014.1002851."
  64. Hasking, P. A., Heath, N. L., Kaess, M. (2016). Position Paper for Guiding Response to Non-Suicidal Self-Injury in Schools. School Psychology International, v37 n6 p644-663.
  65. Headspace School Support. Understanding Suicide: Information for Communities.  Retrieved December 14, 2017, from https://headspace.org.au/assets/Uploads/Corporate/Understanding-Suicide…
  66. Helbing, M. & Ficca, M. (2009). Obsessive-Compulsive Disorder in School-Age Children. The Journal Of School Nursing, 25(1), 15-26. Doi: http://dx.doi.org/10.1177/1059840508328199
  67. Houri, A. K., Thayer, A. J., Cook, C. R. (2019). Targeting Parent Trust to Enhance Engagement in a School-Home Communication System: A Double-Blind Experiment of a Parental Wise Feedback Intervention. School Psychology, v34 n4 p421-432.
  68. Huberty, T. (2006). Depression: Helping students in the classroom. NASP Communiqué Online 35, 1-4. Retrieved on 13 February, 2017, from http://tcssexedpsychservs.weebly.com/uploads/1/2/5/9/12593116/depressio….
  69. Huberty, T. J. (2014). Best practices in school based interventions for anxiety and depression. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology (6th ed.), (pp. 349-363). Bethesda, United States of America: National Association of School Psychologists.
  70. Hung, S-L., Spencer, M. S., Dronamraju, R. (2012). Selective mutism: Practice and intervention strategies for children. APA PsycInfo Children & Schools. Vol.34 (4), 2012, pp. 222-230. 
  71. "Huppert, F. & Johnson, D. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264–274. Doi: 10.1080/17439761003794148"
  72. Jayakody, K., Gunadasa, S. & Hosker, C. (2014). Exercise for anxiety disorders: Systematic review. British Journal of Sports Medicine, 48(3), 187-196. Doi: 10.1136/bjsports-2012-091287
  73. Johnston, T., Snyder, K., Wooleyhand. C. (2015). When Students Act Out.  Principal. Vol. 94 Issue 4, p24-27.
  74. Jones, S. H. (2018).Oppositional Defiant Disorder: An Overview and Strategies for Educators. General Music Today, v31 n2 p12-16.
  75. Jurbergs, N., Palcic, J.L., Kelley, M.L. (2010). Daily behavior report cards with and without home-based consequences: Improving classroom behavior in low income, African American children with ADHD.  Emcare Nursing & Allied Health Database Child and Family Behavior Therapy. 32 (3) (pp 177-195),
  76. Jwaifell, M.,  Almohtadi, R., Aldarabah, I.T. Effectiveness of Cartoon Drawings in Reducing Selective Silence (Selective Mutism) Severity of a Sample of Kindergarten Children (2019).  International Education Studies, v12 n9 p34-41 2019.
  77. "Kalutskaya, I. N., Archbell, K. A.,  Moritz Rudasill, K. &  Coplan, R. J. (2015). Shy children in the classroom: From research to educational practice. Translational Issues in Psychological Science, 1(2), 149-157. Doi: http://dx.doi.org/10.1037/tps0000024"
  78. Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R. & Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: a randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders, 45(6), 1809-1824. Doi: 10.1007/s10803-014-2340-2
  79. Karkhaneh, M., Clark, B., Ospina, M., Seida, J., Smith, V. & Hartling, L. (2010). Social Stories to improve social skills in children with autism spectrum disorder. Autism, 14(6), 641-662. Doi: http://dx.doi.org/10.1177/1362361310373057
  80. Kaya, C., Blake, J., Chan, F. (2015). Peer-mediated interventions with elementary and secondary school students with emotional and behavioural disorders: a literature review.  Journal of Research in Special Educational Needs. Vol. 15 Issue 2, p120-129. 9p.
  81. Killu, K., Marc, R. & Crundwell, A. (2016). Students With Anxiety in the Classroom: Educational Accommodations and Interventions. Beyond Behavior, 25(2), 30-40. Doi: http://dx.doi.org/10.1177/107429561602500205
  82. Kinnealey, M., Pfeiffer, B,. Miller, J., Roan. C., Shoener, R., Ellner. M.L. (2018) Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia. The American Journal of Occupational Therapy. Published online, https://ajot.aota.org/article.aspx?articleid=1851605
  83. Kirkby, N. (1995). Selective mutism: a school-based intervention. Australian Journal of Guidance and Counselling; v.5 n.1 p.111-118.
  84. Knight, V., Sartini, E. & Spriggs, A. (2014). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal Of Autism And Developmental Disorders, 45(1), 157-178. Doi: http://dx.doi.org/10.1007/s10803-014-2201-z
  85. Koutsoklenis, A., Theodoridou, Z. (2012). Tourette Syndrome: School-Based Interventions for Tics and Associated Conditions. International Journal of Special Education, 27(3), 213–223.
  86. Krivolapchuk, I.A. (2011). Effectiveness of physical exercises for regulation of the functional state of six- to eight-year-old anxious children. Human Physiology, 37(5), 61-72. Doi: 10.1134/S0362119711050094
  87. Laroche, Gaetano A. (2015). Social Learning and Drawing: What Children Learn by Copying the Images of Their Peers. Art Education, v68 n3 p19-25.
  88. "Larson, H. A., El Ramahi, M. K., Conn, S. R., Estes, L. A. & Ghibellini, A. B. (2010). Reducing Test Anxiety among Third Grade Students through the Implementation of Relaxation Techniques. Journal of School Counseling, 8(19), 1-19. Retrieved 25 November, 2016, from http://files.eric.ed.gov/fulltext/EJ885222.pdf"
  89. Leflot, G., Lier, P.A.C., Onghena, P., Colpin, H. (2010). The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game. Journal of Abnormal Child Psychology. Vol. 38 Issue 6, p869-882.
  90. Leininger, M., Taylor Dyches, T., Prater, M., & Heath, M. (2010). Teaching Students With Obsessive-Compulsive Disorder. Intervention In School And Clinic 45(4), 221-231. Doi: http://dx.doi.org/10.1177/1053451209353447
  91. "Lequia, J., Wilkerson, K., Kim, S. & Lyons, G. (2014). Improving Transition Behaviors in Students With Autism Spectrum Disorders. Journal Of Positive Behavior Interventions, 17(3), 146-158. Doi: http://dx.doi.org/10.1177/1098300714548799"
  92. Loades, M., Clark, S. & Reynolds, S. (2014). Managing negative thoughts, part 2: Positive Imagery, self-Talk, thought stopping, and thought Acceptance. In E. S. Sburlati, H. J. Lyneham, C. A. Schniering & R. M. Rapee (Eds.), Evidence-based CBT for anxiety and depression in children and adolescents: A competencies based approach, (pp. 176–193). New Jersey, United States of America: Wiley & Sons.
  93. Lopez, A. B. (2016). Yoga in an Elementary School Setting: The Impact on Self-Regulation, Stress Management, and Academic Engagement. Proquest 10248776.
  94. Madden, W., Green, S. & Grant, T. (2010). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 6, 71–83. Retrieved on 12 December, 2016, from http://www.academia.edu/5490367/A_pilot_study_evaluating_strengths-base…
  95. Manassis, K. (2012). Generalized anxiety disorder in the classroom.  MEDLINE(R) including Daily update Child & Adolescent Psychiatric Clinics of North America. 21(1):93-103, ix.
  96. Martin, C. S. (2016). Exploring the Impact of the Design of the Physical Classroom Environment on Young Children with Autism Spectrum Disorder (ASD). Journal of Research in Special Educational Needs, 16(4), 280–298.     
  97. Mcallister, K. & Maguire, B. (2012). Design considerations for the autism spectrum disorder-friendly Key Stage 1 classroom. Support For Learning, 27(3), 103-112. Doi: http://dx.doi.org/10.1111/j.1467-9604.2012.01525.x
  98. Menting, B., Koot, H., van Lier, P. (2015). Peer acceptance and the development of emotional and behavioural problems: Results from a preventive intervention study. International Journal of Behavioral Development. Vol.39(6), pp. 530-540.  
  99. Mikami, A.Y., Owens, J.S., Hudec, K.L., Kassab, H., Evans, S.W. (2019). Classroom Strategies Designed to Reduce Child Problem Behavior and Increase Peer Inclusiveness: Does Teacher Use Predict Students' Sociometric Ratings?. Emcare Nursing & Allied Health Database School Mental Health.
  100.    Milley, A., & Machalicek, W. (2012). Decreasing Students’ Reliance on Adults: A Strategic Guide for Teachers of Students with Autism Spectrum Disorders. Intervention in School and Clinic, 48(2), 67–75.   
  101.    MindMatters. (2017). Spotlights, Self Harm Overview.  Retrieved December 14, 2017, from https://www.mindmatters.edu.au/docs/default-source/spotlightsdocuments/…
  102.    Monnier, C., Syssau, A., Blanc, N., Brechet, C. (2018). Assessing the effectiveness of drawing an autobiographical memory as a mood induction procedure in children. The Journal of Positive Psychology. Vol.13(2), pp.174-180. 
  103.    Moore, D. A., Whittaker, S., & Ford, T. J. (2016). Daily Report Cards as a School-Based Intervention for Children with Attention-Deficit/Hyperactivity Disorder. Support for Learning, 31(1), 71–83
  104.    "Motta, R.W., McWilliams, M.E., Schwartz, J.T. & Cavera, R.S. (2012). The role of exercise in reducing childhood and adolescent PTSD, anxiety, and depression Journal of Applied School Psychology, 28(3), 224-238. Doi: 10.1080/15377903.2012.695765"
  105.    Nagro, S. A., Fraser, D. W., Hooks, S. D. (2018). Lesson Planning With Engagement in Mind Proactive Classroom Management Strategies for Curriculum Instruction. Intervention in School and Clinic 2019, Vol. 54(3) 131– 140."
  106.    National Child Traumatic Stress Network Schools Committee. (2008). Child Trauma Toolkit for Educators. Los Angeles, United States of America: National Center for Child Traumatic Stress. Retrieved 24 June, 2017, from http://nctsn.org/sites/default/files/assets/pdfs/Child_Trauma_Toolkit_F… "
  107.    Nussey, C., Pistrang, N. & Murphy, T. (2013). How does psychoeducation help? A review of the effects of providing information about Tourette syndrome and attention-deficit/hyperactivity disorder. Child Care Health Development, 39(5), 617-627. Doi:10.1111/cch.12039
  108.    O'Connor, K. M., Hayes, B. (2019). A real-world application of Social Stories as an intervention for children with communication and behaviour difficulties. Emotional and Behavoural Difficulties, Vol. 24, NO. 4, 323–338
  109.    Ohm, B. (2006). The effect of Tourette syndrome on the education and social interactions of a school-age child. Journal of Neuroscience Nursing, 38(3), 194-199. Retrieved on 23 July, 2017, from https://www.ncbi.nlm.nih.gov/pubmed/16817672
  110.    Ohtake, Y. (2015). Using a Hero as a Model in Video Instruction to Improve the Daily Living Skills of an Elementary-aged Student with Autism Spectrum Disorder: A Pilot Study. International Journal Of Disability, Development And Education, 62(4), 363-378. Doi: http://dx.doi.org/10.1080/1034912x.2015.1027179
  111.    Owens, G., Granader, Y., Humphrey, A. & Baron-Cohen, S. (2008). LEGO Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944-1957. Doi: 10.1007/s10803-008-0590-6
  112.    Owens, J. S., Holdaway, A. S., Zoromski, A. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E., & Murphy, C. E. (2012). Incremental Benefits of a Daily Report Card Intervention over Time for Youth with Disruptive Behavior. Behavior Therapy, 43(4), 848–861.
  113.    Ozuna, J., Mavridis, A., & Hott, B. L. (2015). Interventions to Support Social Interaction in Children with Autism Spectrum Disorders: A Systematic Review of Single Case Studies. Exceptionality Education International, 25(2), 107–125
  114.    Palcic, J. L., Jurbergs, N., & Kelley, M. L. (2009). A Comparison of Teacher and Parent Delivered Consequences: Improving Classroom Behavior in Low-Income Children with ADHD. Child & Family Behavior Therapy, 31(2), 117-133. Doi:10.1080/07317100902910513
  115.    Parsonon, B. S. (2012). Evidence=-based Classroom Behaviour Management Strategies. Kairaranga, 10(1), 16-23
  116.    Parsons, S. & Kasari, C. (2013). Schools at the centre of educational research in autism: Possibilities, practices and promises. Autism, 17(3), 251-253. Doi: http://dx.doi.org/10.1177/1362361313483624
  117.    Pawlett, J. (2017). Removing Barriers to Learning for Children with Autism Spectrum Disorder. BU Journal of Graduate Studies in Education, 9(2):31-36.
  118.    Perle, J. G. (2016). Teacher-Provided Positive Attending to Improve Student Behavior. Teaching Exceptional Children. 48(5):250-257. http://dx.doi.org.ezproxy.uow.edu.au/10.1177/0040059916643707. Accessed April 20, 2020.
  119.    Peterson Nelson, J.A., Caldarella, P., K. Young, K. R., Webb N. (2008). Using Peer Praise Notes to Increase the Social Involvement of Withdrawn Adolescents. Teaching Exceptional Children (TEC). Volume: 41 issue: 2, page(s): 6-13, https://doi.org/10.1177%2F004005990804100201
  120.    Pollastri, A.R., Epstein, L.D., Heath, G.H., Ablon, J.S. (2013). The collaborative problem solving approach: Outcomes across settings.  Harvard Review of Psychiatry. 21 (4) (pp 188-199).
  121.    Poulton, A., Whale, A., Robinson, J., (2016). The Mental Effort-Reward Imbalances Model and Its Implications for Behaviour Management. Journal of Psychologists and Counsellors in Schools, v26 n2 p155-165. (EJ1121036)
  122.    Puliafico, A.C., Comer, J.S. & Albano, A.M. (2013). Coaching Approach Behavior and Leading by Modeling: Rationale, Principles, and a Session-by-Session Description of the CALM Program for Early Childhood Anxiety. Cognitive and Behavioural Practice, 20(4), 517-528. Doi: 10.1016/j.cbpra.2012.05.002
  123.    Purcell, J. ( 1999). Children, adolescents, and Obsessive-Compulsive disorder in the classroom (Report No. EC 308043). Washington, DC : Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED445439).
  124.    Ramsey, M. L., Jolivette, K., Kennedy. C., Fredrick, L. D., Williams, C. D. (2017). Functionally-indicated choice-making interventions to address academic and social behaviors of adolescent students with emotional/behavioral disorders (E/BD) in a residential facility. Journal of Classroom Interaction. Vol.52(2), pp. 45-66.
  125.    Reiter, C. & Wilz, G. (2015). Resource diary: A positive writing intervention for promoting well-being and preventing depression in adolescence. The Journal of Positive Psychology, 11(1), 99–108. Doi:10.1080/17439760.2015.1025423
  126.    Rempel, K. D. (2012). Mindfulness for children and youth: A review of the literature with an argument for school-based Implementation. Canadian Journal of Counselling and Psychotherapy, 46(3), 201. Retrieved on 17 February, 2017, from https://mindfulnessinschools.org/wp-content/uploads/2013/09/remple.pdf
  127.    Rowe, John. (2010). Dealing with Psychiatric Disabilities in Schools: A Description of Symptoms and Coping Strategies for Dealing with Them.  Preventing School Failure, v54 n3 p190-198. (EJ872084)
  128.    Sadler, K. M. (2019). Video Self-Modeling and Functional Behavior Assessment to Modify Aggressive Behaviors in Students with Autism Spectrum Disorder and Intellectual Disabilities. Education and Training in Autism and Developmental Disabilities, 54(4), 406–419.
  129.    Sadler, K. M. (2019). Video Self-Modeling to Treat Aggression in Students Significantly Impacted by Autism Spectrum Disorder. Journal of Special Education Technology, Vol. 34(4) 215-225.
  130.    Schatz, R. B., Peterson, R. K., Bellini S. (2016). The Use of Video Self-Modeling to Increase On-Task Behavior in Children With High-Functioning Autism, Journal of Applied School Psychology, 32:3, 234-253, DOI: 10.1080/15377903.2016.1183542
  131.    Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311. Doi: 10.1080/03054980902934563
  132.    Singh, N., Lancioni, G., Manikam, R., Winton, A., Singh, A., Singh, J., & Singh, A. (2011). A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism. Research In Autism Spectrum Disorders, 5(3), 1153-1158. Doi: http://dx.doi.org/10.1016/j.rasd.2010.12.012
  133.    Sluiter, M.N., Groen, Y., de Jonge, P., Tucha, O. (2019). Exploring neuropsychological effects of a self-monitoring intervention for ADHD-symptoms in school. Embase Applied neuropsychology. Child. (pp 1-13).
  134.    Smith, A. L., Hoza, B., Linnea, K., McQuade, J. D., Tomb, M., Vaughn, A. J., Shoulberg, E. K., Hook, H. (2013). Pilot physical activity intervention reduces severity of ADHD symptoms in young children. Journal of Attention Disorders. Vol.17(1), pp. 70-82. 
  135.    Solopchuk, O., Alamia, A., Olivier, E. (2016). Chunking Improves Symbolic Sequence Processing and Relies on Working Memory Gating Mechanisms. Learning & Memory, v23 n3 p108-112.
  136.    Spektor-Levy, O., Basilio, M., Zachariou, A., Whitebread, D. (2017). Young Children’s Spontaneous Manifestation of Self-Regulation and Metacognition During Constructional Play Tasks. Teachers College Record Volume 119, 130313, Teachers College, Columbia University 0161-4681.
  137.    Stokes, M. A.; Thomson, M., Macmillan, C. M., Pecora, L., Dymond, S. R., Donaldson, E. (2017) Principals' and Teachers' Reports of Successful Teaching Strategies With Children With High-Functioning Autism Spectrum Disorder. Canadian Journal of School Psychology; v.32 n.3-4 p.192-208; September     
  138.    Sulkowski, M. L., McGuire, J. F., Tesoro, A. (2016). Treating tics and Tourette's disorder in school settings. Canadian Journal of School Psychology. Vol.31(1), pp. 47-62. 
  139.    Tamm, L., Denton, C., Epstein, J., Schatschneider, C., Taylor, H., Arnold, L. (2017). Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial. Journal Of Consulting And Clinical Psychology, 85(5), 434-446. Doi: http://dx.doi.org/10.1037/ccp0000170
  140.    Tanner, K., Hand, B., O’Toole, G. & Lane, A. (2015). Effectiveness of Interventions to Improve Social Participation, Play, Leisure, and Restricted and Repetitive Behaviors in People With Autism Spectrum Disorder: A Systematic Review. American Journal Of Occupational Therapy, 69(5), 1-12. Doi: http://dx.doi.org/10.5014/ajot.2015.017806
  141.    Thomas, R., Carroll, A., Chomin, E., Williamson, T., Beran, T., Palacios-Derflingher, L. & Drummond, N. (2013). Perceived Usefulness of Learning Strategies by Children with Tourette Syndrome Plus, Their Parents and Their Teachers. Health Education Journal, 72(3), 263-275. Doi: 10.1177/0017896912440765
  142.    Thomeer, M. L., McDonald, C. A., Rodgers, J. D., & Lopata, C. (2019). High-Functioning Autism Spectrum Disorder: A Framework for Evidence-Based Practice. School Mental Health, 11(1), 29–39.
  143.    Thompson, A. M. (2011). A systematic review of evidence-based interventions for students with challenging behaviors in school settings. Journal of Evidence-Based Social Work, 8(3), 304-322. Doi: 10.1080/15433714.2010.531220
  144.    Vallis, R. (2015). Social Skills Instruction for Students with Emotional and Behavioural Disorders BU Journal of Graduate Studies in Education, Volume 7, Issue 1
  145.    Vujnovic, R., Fabiano, G. A., Pariseau, M. E., Naylor, J. (2013). Parameters of adherence to a yearlong daily report card intervention for students with attention-deficit/hyperactivity disorder.  Journal of Educational & Psychological Consultation. Vol.23(2), 2013, pp. 140-163. 
  146.    Warner, C. M., Fisher, P. H., Shrout, P. E., Rathor, S. & Klein, R. G. (2007). Treating adolescents with social anxiety disorder in school: an attention control trial. Journal of Child Psychology and Psychiatry, 48(7), 676–686. Doi:10.1111/j.1469-7610.2007.01737.x
  147.    Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26(1), 29-69. Doi:10.1093/heapro/dar075
  148.    Williams, B. B., Boyle, K., White, J. M. & Sinko, A. (2010). Children’s Mental Health Promotion and Support: Strategies for Educators. Retrieved February 11, 2017, from http://www.nasponline.org/resources-and-publications/families-and-educa…
  149.    Wilson, K. P. (2013). Incorporating video modeling into a school-based intervention for students with autism spectrum disorders. Language, Speech & Hearing Services in Schools, 44(1), 105-117. Doi: 10.1044/0161-1461(2012/11-0098)
  150.    Wimmer, L, Bellingrath, S., von Stockhausen L. (2016). Cognitive Effects of Mindfulness Training: Results of a Pilot Study Basedona Theory Driven Approach. Front. Psychol.7:1037. doi: 10.3389/fpsyg.2016.01037."
  151.    Yakubova G, Hughes E. M., Shinaberry M. (2016). Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder. Journal of Autism & Developmental Disorders. 46(7):2349-62.       
  152.    Balaghi, D., Hierl, K., & Snyder, E. (2022). Self-Monitoring for Students With Obsessive-Compulsive Disorder and Autism Spectrum Disorder. Intervention in School and Clinic Vol. 58(1) 51–58. Doi: 10.1177/10534512211047585
  153.    Belaire, E., Mualla, F., Ball, L., Ma, I., Berkey, D., & Chen, W. (2024). Relationship of Social–Emotional Learning, Resilience, Psychological Well-Being, and Depressive Symptoms with Physical Activity in School-Aged Children. Children Vol. 11, 1032. Doi.org/10.3390/children11081032
  154.    Carro, N., D’Adamo, P., & Lozada, M. (2021) A School Intervention Helps Decrease Daily Stress While Enhancing Social Integration in Children, Behavioral Medicine, Vol. 47:3, 251-258, Doi: 10.1080/08964289.2020.1738319
  155.    DeJager, B., Houlihan, D., Filter, K. J., Mackie, F. E., & Klein, L. (2020) Comparing the Effectiveness and Ease of Implementation of Token Economy, Response Cost, and a Combination Condition in Rural Elementary School Classrooms. Journal of Rural Mental Health Vol. 44, No. 1, 39–50. Doi.org/10.1037/rmh0000123
  156.    Heemskerk, C. H. H. M., Lubans, D., Strand, S., & Malmberg, L-E. (2020).The effect of physical education lesson intensity and cognitive demand on subsequent learning behaviour. Journal of Science and Medicine in Sport Vol.23, 586-590. Doi.org/10.1016/j.jsams.2019.12.012
  157.    Lee, S., Gallup, J., Perihan, C., & Fan, H. (2024). Peer-mediated intervention's effectiveness for students with autism spectrum disorder. Educational Research: Theory and Practice, Vol. 35(4), 201-218. ISSN 2637-8965
  158.    Martin, R., & Wilkins, J. (2022). Creating Visually Appropriate Classroom Environments for Students With Autism Spectrum Disorder. Intervention in School and Clinic, Vol. 57(3) 176–181. Doi: 10.1177/10534512211014882
  159.    McDaniel, K. (2021). The Silent Response: Selective Mutism. BU Journal of Graduate Studies in Education, Vol. 13(3) 45-49.
  160.    McLeod, A. (2022). Picture Communication Boards As Early Tools for Teachers: Case of a Child With Selective Mutism. Education, Vol. 142 No. 3 126-136.
  161.    Ragaglia, B., Trovato, I., & Bulgarelli, D. (2024) Peer‑Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio‑psycho‑social Model. A Systematic Review. Journal of Autism and Developmental Disorders published online. Doi.org/10.1007/s10803-024-06604-y
  162.    Shreve, M., Scott, A., McNeill, C., & Washburn, l. (2020). Using Yoga to Reduce Anxiety in Children: Exploring School-Based Yoga Among Rural Third and Fourth-Grade Students. Journal of Pediatric Health Care Vol. Number 1.  Doi.org/10.1016/j.pedhc.2020.07.008
  163.    Wright, B., Bell, K. J., Blackwell, J. E., Teige, C., Mandefield, L., Wang, H. I., et al. (2024). Impact of Social Stories on social and emotional health of autism spectrum primary school children: the ASSSIST2 RCT with economic evaluation. Health Technology Assessment Vol.28 (39). Doi.org/10.3310/JBTM8017

Interventions with associated references

Accordion Content
Interventions

References

Accommodations in Class

24, 25, 39, 68, 69, 81, 85, 90, 95, 106, 115, 123, 127             

Behaviour Report Cards

74, 75, 103, 112, 114, 127, 143, 145

Calm Down Spaces

24, 82, 90, 97

Chunking and Scaffolding

77, 90, 115, 127, 135

Classroom Set Up

4, 60, 82, 85, 90, 96, 97, 99, 106, 127, 142, 158

Communication Strategies

18, 35, 53, 58, 105, 115, 117, 140, 160

Creative Expressions

 28, 36, 42, 47, 48, 49, 50, 87, 102, 125, 131

Thoughts of Death

 8, 14, 22, 65

Involvement of Parents

 13, 40, 67, 70, 75, 146

Maintain Normalcy of School

11, 39, 66, 77, 90, 106, 115

Mindful Meditation

 7, 20, 25, 26, 34, 45, 71, 126, 132, 150, 154

Peer Interventions

21, 23, 39, 52, 80, 85, 90, 100, 106, 107, 115, 119, 142, 161

Physical Activity

29, 72, 86, 104, 105, 134, 156, 162

Play Activities

 2, 5, 19, 78, 111, 136, 140

Positive Behaviour Management

41, 68, 69, 73, 89, 98, 99, 106, 124, 146, 147, 148

Positive Self-Talk

 16, 92, 131

Pride Skills

 17, 77, 115, 122

Provide Corrective Feedback

6, 30, 31, 99, 105, 124, 127, 142

Reinforcers and Rewards

10, 12, 32, 43, 44, 62, 113, 115, 118, 155

Relaxation Exercises

 16, 47, 55, 63, 88, 93

Self-Harm

 9, 14, 64, 101

Set Goals and Chart Progress

12, 70, 77, 83, 90, 127, 133, 146, 152

Social Skills Training

 33, 39, 46, 52, 61, 85, 109, 116, 140, 144

Social Stories

 1, 79, 108, 113, 117, 137, 142, 163      

Solution Focused Conversations

57, 76, 120, 121, 125, 127, 143

Support and Encouragement

15, 46, 54, 56, 70, 85, 90, 94, 106, 109, 127, 138, 141

Video Modelling

 10, 38, 59, 110, 128, 129, 130, 142, 149, 151, 159       

Visual Activity Schedule

1, 3, 27, 51, 84, 91, 100, 105, 110, 117