Objective: Limited time and resources necessitate the availability of accurate, inexpensive and rapid diagnostic aids for Autism Spectrum Disorder (ASD). The Autistic Behavioural Indicators Instrument (ABII) was developed for this purpose, but its psychometric properties have not yet been fully established. Method: The clinician-rated ABII, the Autism Diagnostic Observation Schedule (ADOS), the Childhood Autism Rating Scale – Second Edition, Standard Version (CARS2-ST), and Diagnostic and Statistical Manual of Mental Disorders (DSM-5) diagnostic criteria were individually administered to children with an independent paediatrician DSM-IV-TR or DSM-5 autism spectrum diagnosis, aged 2-6 years (n = 51, Mchildage = 3.6 years). The agreement between each of the measures on autism diagnostic classification was calculated and compared, and the intercorrelation between the instruments examined. Results: There was significant moderate agreement for the classification of autism between the ABII and the DSM-5, and significant fair agreement between the ABII and ADOS and ABII and CARS2-ST. True positive diagnostic classifications were similar across the ABII (n = 47, 92.2%) and ADOS (n = 45, 88.2%), and significantly higher than the CARS2-ST (n = 30, 58.8%). The ABII total scale score was strongly positively correlated with both the ADOS and CARS2-ST total scores. Conclusion: The ABII's test characteristics were comparable to those of established measures, and the intercorrelations between selected measures support its convergent validity. The ABII could be added to the clinician's toolbox as a screening test.

While children both understand the concept of, and have died by, suicide, little research has been conducted on children's experiences of healthcare systems during and after a suicidal crisis. This article focuses on three case studies of mothers with suicidal daughters and aims to describe the health service experiences of parents whose children have attempted suicide. The case studies were selected as exemplars of three different healthcare experiences of mothers with suicidal daughters younger than 16 years of age. Interviews were conducted with the mothers, focusing on their experiences when trying to find care for their daughters after a suicide attempt. A ‘dirty text’ analysis was undertaken on the transcripts, which aimed to find potential redemption within stories of trauma. Narratives were analysed to see how their stories were told, but also how experiences could be shared or be dissimilar. Significant gaps currently exist in the care and support provided to suicidal children, particularly in the critical post-discharge phase. Adults were not always able to recognise when a child was suicidal, or sometimes take that suicidality seriously. Support must often be proactively sought, and even organisations that are meant to target children and adolescents may not always provide appropriate care.

Studying worked examples providing problem solutions to learners usually leads to better test performance than solving the equivalent problems without guidance, demonstrating the worked-example effect. The generation effect occurs when learners who generate answers without guidance learn better than those who read answers that provide guidance. The contradiction between these results can be hypothesised to be due to differences in the element interactivity of the learning tasks. Primary school students in Year 6 participated in the experiment, which investigated the hypothesis by using geometry materials. A disordinal interaction was obtained between levels of guidance and levels of element interactivity. Higher levels of guidance facilitated learning using high element interactivity information, while lower levels of guidance facilitated learning for low element interactivity information. Cognitive load theory was used to explain these contrasting results. From an educational perspective, it was suggested that when determining levels of guidance, a consideration of element interactivity is essential.

Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient warrant to further develop a teacher observation instrument based on the construct of teacher adaptive practices. The study is of import to educational researchers and school leaders who are interested in the development and use of a valid and reliable teacher observation instrument designed for the purpose of promoting adaptive teacher practices.

Learning from complex instructional materials typically requires sustained attention, but many learners — both children and adults — may find their minds ‘wandering’ when learning. Drama educators have argued that ‘mirroring’ exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to date, evidence for this claim is anecdotal. This exploratory study investigated the effects of a prelearning mirroring intervention on mathematical performance from the perspective of cognitive load theory. Twenty-six university students engaged in a mindful and embodied mirroring activity before learning a rapid mental mathematics strategy. Effects on learning were evaluated using two mathematical problem-solving tests completed after learning the maths strategy. Compared to the non-mirroring condition, students in the mirroring condition solved subsequent test problems more quickly than those in the control condition. Initial evidence thus suggests a mirroring intervention may enhance the quality of learning during mathematics.