Although function-based interventions have been shown to be effective, the methods utilised to carry out functional behaviour assessments (FBA) have practical limitations. This study explored the relative utility and feasibility of three FBA methods in a school setting to inform a function-based intervention to reduce problem behaviour in a boy with autism. The study consisted of (1) indirect and direct assessments, (2) a modified functional analysis, and (3) the intervention. New video technology, Behavior Capture, was trialled to facilitate data collection in the classroom. All methods contributed to identifying the function of the problematic behaviour, though only the functional analysis provided conclusive results. A peer-mediated intervention based on these findings conducted in the school playground reduced the problem behaviours. All FBA methods could be applied in the school setting and provided useful information. Novel technology was helpful in facilitating data collection. A naturalistic intervention was successful in reducing problem behaviours and increasing play skills.

For a quantitative genetic study of pre-school problem behaviours, we have collected data with the Child Behavior Checklist for 2 and 3-year-old children (CBCL 2/3). Questionnaires were completed by mothers of 3620 twin pairs: 633 monozygotic males, 581 dizygotic males, 695 monozygotic females, 519 dizygotic females and 1192 dizygotic opposite sex twin pairs. The genetic and environmental influences on the Externalising and Internalising Problem scales were estimated, simultaneously with sex differences and sibling interaction effects. Genetic factors explained most of the observed variance for both Externalising and Internalising Problems. Cooperative sibling interactions were found for Externalising Problems, indicating that twins reinforce each other's behaviour. Sex differences in genetic architecture were found for Externalising Problems. Genetic factors explained 75% of the variance in girls and 50% in boys. Shared environmental influences were only of importance in boys. For both problem scales, non-shared environmental factors accounted for 25 to 32% of the variance. The observed variances of Internalising Problems could be adequately explained by genetic and nonshared environmental factors, with genetic factors accounting for 68% of the variance.

Problems in childhood and adolescence, such as pronounced externalising and internalising problems, are associated with a relatively high risk for long-lasting psychosocial difficulties. Therefore, it is essential to understand what protects youth from externalising and internalising problems. The present article has three purposes: (1) To review previous research reviews concerning which factors that have been identified as protecting youth from externalising and internalising problems, (2) to identify and suggest key areas of focus for future research, and (3) to discuss implications of this knowledge for practice. From the 29 included reviews, it can be concluded that an extensive list of factors have been identified as being potentially protective in youths. These factors exist in the individual and the family, as well as outside the family. However, from this review of reviews, it is also evident that many important questions remain unanswered. Answers to these questions would help make interventions for youths at risk more effective. How to use the existing research results concerning protective factors in guidance and counselling with youths is discussed.

The attributions parents make about the problem behaviour of their children have been shown to be important determinants of their emotional and behavioural reactions to such behaviour. However, this relationship has not been studied in carers of children in residential settings. In this paper we apply Weiner's attributional model of helping to the self-predicted behaviour of 47 carers in residential children's homes in the U.K. Participants identified causes for four children's behaviours, made attributions about these behaviours on dimensions of internality, controllability, globality and stability, reported their emotional reactions to the behaviours on the dimensions of anger and sympathy and reported their likelihood of making extra effort to help in working with these behaviours. Results showed that attributions of controllability and globality, and the emotional response of sympathy were important in predicting reported likelihood of helping. The implications of these results for carer training are discussed.

This study compared perceptions of the school environment, coping and enacted support between Year 10 students identified as educationally at risk (n = 31) and a comparison group of students in the same year level (n = 97), at two periods in the school term. At-risk students perceived the school environment to show significantly less concern for students and used problem-focused coping less frequently than did comparison students. Regardless of risk status, girls used social support more frequently than boys did. At-risk girls accessed peer support more than family support ond also frequently contacted school counsellors to discuss problems. At-risk boys rarely sought support from anyone. Implications for school support programs are twofold. Teachers may need additional professional training in how to employ socially supportive practices. In addition, school counsellors may need to foster informal opportunities for social participation, in order to connect vulnerable boys to peers and adults.