Gwendolyn M. Lawson's research while affiliated with The Children's Hospital of Philadelphia and other places

... Three of the publications [4][5][6] described study protocols that, if enacted as described, would meet those criteria, but a broad search of the literature did not find corresponding publications showing results. Two publications [7,8] showed qualitative findings, but no tests of hypotheses deriving from the randomized trials. Another study [9] used a factorial design and a second randomization that could lead to correlations in the data that were not accounted for in the analysis and likely resulted in an incorrect estimate. ...

... The current study was conducted as part of a larger Hybrid Type II effectiveness implementation trial of group CBT for anxiety in urban schools (29). In the larger study, school-based therapists and their supervisors were randomized to deliver one of two group intervention models (i.e., FRIENDS or CATS), and those who delivered CATS were also randomized to the type of implementation support they received. ...

... For example, teachers may consult to expand their knowledge and skills in classroom management practices or to receive guidance in addressing challenges interfering with those practices (Erchul & Martens, 2010). Challenges can include both internal (e.g., beliefs; low confidence in class-wide management skills) and practical factors (e.g., limited administrative support; competing demands) (Lawson et al., 2022). When teachers receive formal consultation, they tend to rate these services positively (Owens et al., 2008;Pas et al., 2016) and note they often meet or exceed their expectations (Kaiser et al., 2009). ...

... In addition to greater risk of preterm birth, increased poverty is associated with lower academic achievement and performance across cognitive domains and disruptions in brain regions thought to be important for IC, such as the dorsal lateral prefrontal cortex (dlPFC), ventral lateral prefrontal cortex (vlPFC), motor cortex, and dorsal anterior cingulate cortex (dACC) [11,67]. Working together, these regions allow for the successful inhibition of predominant, or prepotent, behaviors. ...

... Conversely, children from disadvantaged socioeconomic backgrounds have a greater risk of lower cognitive control performance and slower developmental pathways [22] when considering low levels of parental education, little cognitive stimulation at home, limited linguistic interactions between parents and children, overcrowding, poor housing conditions, pre-and postnatal stress, and parents' anxiety or depression [23,24]. The foregoing generates a greater burden for parents during homeschooling, where training processes are mediated by distance instructions, the need to apply technological tools, and greater parental involvement. ...

... In line with these findings, another recommendation for professionals in Serbia who provide support to children and individuals with autism in different systems (educational and social welfare systems) is to enhance their knowledge and skills in the area of applying behavioral strategies (Bennett and Dukes, 2014) and digital technologies (e.g. TeachTown:Basics; Surviving and Thriving in the Real World (STRW); robots; video prompting) (Aljehany and Bennett, 2019, Duncan et al. 2021, Efstratiou et al. 2021, Pellecchia et al. 2020) that can be used to improve domestic, community, and selfcare skills. Research in other countries also suggests that a minority of individuals with autism receive treatments aligned with their needs. ...

... The measure generates two separate scores: correct endorsements of elements of ESTs and correct rejections of elements without empirical support. The short form has been found to correlate highly with and perform similarly to the wellvalidated full form of 40 items [53] and demonstrated adequate internal consistency [52]. ...

... It provides a quantitative assessment of the severity of a child's ASD symptomology, as compared to other children with ASD. We used standard scores from the two subscales of ASD symptoms, social approach abilities, and sensory symptoms, which were associated with DTT and PRT use in a prior study (Nuske et al. 2019). For the social approach subscale, higher scores indicate better ability; for the sensory symptoms, higher scores indicate more prob-1 3 lems. ...

... Educators describe that the inclusion climate and culture across their schools require disability awareness and education, often grounded in educators' positive attitudes (26). School staff 's attitudes toward autism and the inclusion of autistic students is frequently identified as a barrier to inclusion (26) and influential to effective practices in inclusive contexts for autistic students (27). Similarly, for other groups of students with disabilities, such as attention-deficit/ hyperactivity disorder (ADHD), educators' attitudes towards inclusion have been influenced by stigma associated with perceptions of the condition or difference [i.e., ADHD; (28)]. ...

... Despite its importance, a demonstration that school-based mindfulness programmes are effective if practice time is made available in the school day would likely face high barriers to implementation, since the school curriculum is already overburdened (Easthope & Easthope, 2000;Majoni, 2017). However, altering the core curriculum based on the mental health needs of students is not impossible, as evidenced by the commonly implemented social and emotional learning programmes, which include components such as social skills, identifying one's own and others' feelings, and behavioural coping skills (Lawson et al., 2019). However, before programmes are implemented, the evidence to support a change is required. ...