Examining the interplay of attention-deficit/hyperactivity disorder symptoms and trait anger as contributing factors to institutional misconduct among justice-involved adolescents.

Background: Although justice-involved adolescents have a higher prevalence of trait anger and of attention-deficit/hyperactivity disorder (ADHD) than adolescents in the general population, these factors have not been examined in relation to institutional misconduct.

Aims: We sought to examine associations between ADHD symptoms and misconduct, including aggression, disruptive behaviours and other rule-violating behaviours among adolescents in a maximum-security residential facility run by the Department of Juvenile Justice and to test the moderating effect of trait anger on such relationships.

Methods: Archival data collected from April 2010 to May 2011 comprising a resident cohort (N = 119) of justice-involved adolescents (mean age = 16.

Internalization of Behavior Management Skills among Teachers in a Specialized School Serving Students with Neurodevelopmental Disorders.

Prior studies suggest that the fidelity of teachers' implementation of behavior management practices in the classroom diminish over time. Establishing how long it takes teachers to fully learn and sustain their independent use of these skills may aid in addressing implementation drift. The primary goals of this pilot study were twofold: (1) determine how long it takes teachers employed at a school serving students with Neurodevelopmental Disorders to internalize evidence-based behavior management practices (i.