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Behavioral Sciences
Special Issues
Psychosocial and Behavioral Interventions for Youth with Neurodevelopmental Disorders
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Psychosocial and Behavioral Interventions for Youth with Neurodevelopmental Disorders

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Psychiatric, Emotional and Behavioral Disorders".

Deadline for manuscript submissions: 31 May 2026 | Viewed by 7423

Special Issue Editors

Dr. Zachary LaBrot

E-Mail Website
Guest Editor
Department of Psychology, University of Southern Mississippi, Hattiesburg, MS, USA
Interests: school psychology program; applied behavior analysis; neurodevelopmental disorders; early childhood; pediatric psychology
Dr. Margaret Powell

E-Mail Website
Guest Editor
Department of Psychology, University of Southern Mississippi, Hattiesburg, MS 39406, USA
Interests: school psychology program; applied behavioral analysis; autism and related developmental disabilities; pediatric feeding disorders; behavioral interventions; parent training

Special Issue Information

Dear Colleagues,

Neurodevelopmental disorders, including autism spectrum disorders, ADHD, intellectual disabilities, learning disabilities, tic disorders, and others, are a complex group of conditions that greatly affect the personal, social, academic, and occupational functioning of youth. Developmental deficits can range widely from specific impairments, such as reading deficits or inattention, to global impairments such as social skills and intelligence. Further, children and adolescents with neurodevelopmental disorders can exhibit challenging behaviors, such as aggression, tantrums, self-injury, and noncompliance, oftentimes a result of communication and/or cognitive impairments. Access to quality interventions, especially in childhood and adolescence, can lead to meaningful skill acquisition and improved outcomes for individuals with neurodevelopmental disorders.

Because of the breadth of neurodevelopmental disorders and the varying levels of impairment, research in the field of psychosocial and behavioral interventions for this population is ever evolving and growing. The aim of this Special Issue is to explore and evaluate the vast pool of expanding research on psychosocial and behavioral interventions for youth with neurodevelopmental disorders. We specifically want to target papers whose aims are to either explore the use of novel interventions or the novel applications of existing interventions. We welcome original research papers, including case studies and meta-analyses, as well as theoretical/conceptual discussion papers, granted they provide a unique or novel approach to advancing the existing literature in the field. We look forward to seeing your contributions.

Abstract Deadline: 30 April 2025
Notification of Abstract Acceptance: 31 May 2025

Dr. Zachary LaBrot
Dr. Margaret Powell
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • neurodevelopmental disorders
  • developmental disabilities
  • autism spectrum disorder
  • ADHD
  • intellectual disability
  • tic disorders
  • psychosocial intervention
  • behavioral intervention

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Published Papers (6 papers)

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Research

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27 pages, 777 KB  
Article
Increasing PRIDE Skills for Child Engagement Using CDI-Only iPCIT with Children with Autism Spectrum Disorder
by Jordan T. Etherington, Zachary C. LaBrot, Emily R. DeFouw, Brad Dufrene, Brittany D. Garza, Amarah Sweaks and Briley Newcomb
Behav. Sci. 2026, 16(5), 662; https://doi.org/10.3390/bs16050662 - 28 Apr 2026
Abstract
Many children with autism spectrum disorder (ASD) display elevated levels of challenging behaviors and decreased social engagement. Parent Child Interaction Therapy (PCIT) may help children with ASD increase rates at which they engage and interact with their caregivers. Existing barriers to treatment completion, [...] Read more.
Many children with autism spectrum disorder (ASD) display elevated levels of challenging behaviors and decreased social engagement. Parent Child Interaction Therapy (PCIT) may help children with ASD increase rates at which they engage and interact with their caregivers. Existing barriers to treatment completion, including high attrition and travel time and costs, may be ameliorated by delivering PCIT virtually (iPCIT) and setting attainable mastery criteria. This study utilized a multiple baseline design across three caregiver-child dyads with ASD to determine whether an iPCIT protocol affected caregivers’ use of positive engagement skills, children’s engagement, and children’s challenging behaviors. Results demonstrated increased and improved caregiver-implemented engagement and behavior management practices with some improvements in child outcomes. These findings suggested that iPCIT is an effective treatment modality for teaching parents to increase and maintain their use of positive engagement skills across time. Without explicit instructions to avoid negative interaction behaviors, increases in positive engagement skills did not result in concomitant decreases in negative interaction behaviors. Increases in social engagement were observed for two children, but a decrease in engagement was observed in the third. Implications for future research and practice are discussed. Full article
(This article belongs to the Special Issue Psychosocial and Behavioral Interventions for Youth with Neurodevelopmental Disorders)
15 pages, 493 KB  
Article
Informing Intervention: An Exploration of Behavioral and Social–Emotional IEP Goals for Students with ASD
by Sarah K. Cox, Courtenay A. Barrett, Goretty Chavez, Rebecca Saur, Megan Feury, Grace Huber, Brianna Booms and Gabrielle Snyder
Behav. Sci. 2026, 16(3), 417; https://doi.org/10.3390/bs16030417 - 12 Mar 2026
Viewed by 427
Abstract
Students with autism spectrum disorder (ASD) experience impairments in reciprocal social interactions, communication, and a restricted range of interests or repetitive behaviors that impact the development of their behavioral and/or social–emotional skills. In schools, students with ASD receive Individualized Education Programs (IEPs), which [...] Read more.
Students with autism spectrum disorder (ASD) experience impairments in reciprocal social interactions, communication, and a restricted range of interests or repetitive behaviors that impact the development of their behavioral and/or social–emotional skills. In schools, students with ASD receive Individualized Education Programs (IEPs), which include goals to understand the types of behavioral and/or social–emotional skills students are working to develop. However, there is scant empirical research examining the nature of IEP goals that target behavioral and/or social–emotional skills among students with ASD. The current study explores the content, scope, and location of behavioral and social–emotional IEP goals for 153 students with ASD in Grades K-12 in one state in the Upper Midwest. Understanding the nature of IEP goals is a critical first step to increase access to evidence-based behavioral and social–emotional interventions for students with ASD. Implications for school-based behavioral and psychosocial interventions for students with ASD are discussed. Full article
(This article belongs to the Special Issue Psychosocial and Behavioral Interventions for Youth with Neurodevelopmental Disorders)
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15 pages, 562 KB  
Article
Preliminary Data on Behavioral Profiles of Youth with Neurodevelopmental Disorders and Trauma
by Mathew C. Luehring, Leonora Ryland, Catherine Sanchez and Patrick W. Romani
Behav. Sci. 2026, 16(2), 239; https://doi.org/10.3390/bs16020239 - 8 Feb 2026
Viewed by 425
Abstract
Youth with neurodevelopmental disorders (NDDs) face an increased risk of trauma compared to their peers without NDDs, often leading to challenging behaviors such as self-injury, aggression, and property destruction. However, limited research exists on the behavioral profiles and treatment outcomes of youth with [...] Read more.
Youth with neurodevelopmental disorders (NDDs) face an increased risk of trauma compared to their peers without NDDs, often leading to challenging behaviors such as self-injury, aggression, and property destruction. However, limited research exists on the behavioral profiles and treatment outcomes of youth with both NDDs and trauma. This study examines a sample of 21 youth with NDDs and trauma admitted to a specialized psychiatric unit in the Rocky Mountain region of the United States. A retrospective review of health records and admission data identified the most common target behaviors: negative vocalizations (95%), property destruction (62%), elopement (52%), and aggression (43%). Functional analyses indicated that escape was the most prevalent behavior function identified (43%), while 29% of the analyses yielded undifferentiated outcomes. Behavior analytic treatment packages incorporating differential reinforcement resulted in an average of 72% reduction from the baseline target behaviors. The average Pediatric ACEs score was 5 out of 10. The findings highlight the key behavioral patterns in this population and underscore the need for further research on effective interventions. Full article
(This article belongs to the Special Issue Psychosocial and Behavioral Interventions for Youth with Neurodevelopmental Disorders)
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20 pages, 1033 KB  
Article
The Effects of Behavioral Relaxation Training on Academic Task Completion Among Students with Autism in Inclusive Classrooms: A Single-Subject Design Study
by Yitong Jiang, Hongmei Liu, Yin Wang and Xiaoyi Hu
Behav. Sci. 2025, 15(12), 1633; https://doi.org/10.3390/bs15121633 - 27 Nov 2025
Viewed by 1317
Abstract
To help students with autism reach their potential, high-quality inclusive education emphasizes the importance of their full participation in school and classroom activities. Academic anxiety, however, can interfere with students’ ability to follow instructions and, thereby, negatively affect their performance. We used a [...] Read more.
To help students with autism reach their potential, high-quality inclusive education emphasizes the importance of their full participation in school and classroom activities. Academic anxiety, however, can interfere with students’ ability to follow instructions and, thereby, negatively affect their performance. We used a concurrent multiple-probe across tasks design within a single-subject research framework to coach students with autism in inclusive settings on relaxation behaviors to reduce their tension and increase their ability to complete tasks in Chinese literacy, mathematics, and English. Results indicated that behavioral relaxation training (BRT) produced positive effects on both behavioral and physiological outcomes and significantly improved academic task completion. Behavior changes stayed at a high level during the maintenance phase. In interviews, both caregivers and students reported positive attitudes toward the intervention, expressed strong acceptance of procedures, and confirmed that relaxation strategies facilitated assignment completion. Study limitations and implications for future research and practice are discussed. Full article
(This article belongs to the Special Issue Psychosocial and Behavioral Interventions for Youth with Neurodevelopmental Disorders)
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26 pages, 386 KB  
Article
Hybrid Telehealth Adaptation of COMPASS for Hope: Parent-Mediated Outcomes in Autism
by Alexis D. Rodgers, Brittany A. Dale and Lisa A. Ruble
Behav. Sci. 2025, 15(11), 1561; https://doi.org/10.3390/bs15111561 - 15 Nov 2025
Viewed by 1340
Abstract
There are limited empirically supported interventions that target three outcomes—behavior of children with ASD (instead of using adjectives such as “disruptive,” “interfering,” “problem,” or “challenging” behavior, we use “behavior” to avoid ableist language), parent stress, and parenting sense of competence. To help address [...] Read more.
There are limited empirically supported interventions that target three outcomes—behavior of children with ASD (instead of using adjectives such as “disruptive,” “interfering,” “problem,” or “challenging” behavior, we use “behavior” to avoid ableist language), parent stress, and parenting sense of competence. To help address this need, we tested a hybrid telehealth adaptation of COMPASS for Hope (C-HOPE), an 8-week parent-mediated program originally offered via face-to-face or synchronous telehealth delivery. The present study incorporated asynchronous group discussion board sessions hosted on a learning-management platform together with synchronous individual coaching sessions by telephone. Using a pre-post design, 10 caregivers completed the intervention. Effect sizes were calculated for three treatment outcomes of child behavior, parent stress, and parenting sense of competence. There was a statistically significant difference in the scores for child behavior, with a large effect size (d = 0.73) and a statistically significant difference in parent stress, with a medium effect size (d = 0.50). No difference was observed for parenting sense of competence. Treatment adherence and caregiver satisfaction for the intervention were acceptable. Findings support the feasibility and promise of combining asynchronous and synchronous telehealth elements to increase access to evidence-based parent-mediated interventions for ASD. Full article
(This article belongs to the Special Issue Psychosocial and Behavioral Interventions for Youth with Neurodevelopmental Disorders)

Review

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27 pages, 363 KB  
Review
Expanding Understanding of Autism Spectrum Disorder in Girls and Women: A New Paradigm
by Dylan Rose Bitensky, Caroline S. Clauss-Ehlers and Kyle M. Veksler
Behav. Sci. 2026, 16(3), 396; https://doi.org/10.3390/bs16030396 - 9 Mar 2026
Viewed by 2935
Abstract
The definition of Autism Spectrum Disorder (ASD) has evolved since the diagnosis was first conceptualized. However, past and current understandings of ASD have largely been shaped by research focused on individuals assigned male at birth. This has influenced current diagnostic criteria, which often [...] Read more.
The definition of Autism Spectrum Disorder (ASD) has evolved since the diagnosis was first conceptualized. However, past and current understandings of ASD have largely been shaped by research focused on individuals assigned male at birth. This has influenced current diagnostic criteria, which often fail to capture female presentations and likely contribute to lower reported prevalence rates in girls. Recognizing female-specific presentations is critical to reducing misdiagnosis and underdiagnosis; therefore, this paper reviews research on how the DSM-5-TR two-factor model applies to girls. We then describe how female presentations of ASD are characterized by distinct cognitive profiles and frequent use of camouflaging to mask typical ASD symptoms, particularly social difficulties, which can obscure clinical presentation and delay diagnosis. Subsequently, we evaluate how current assessments and accommodations may fail to address the needs of females. Clauss-Ehlers introduces the Multimodal Autism Assessment for Girls and Women, which emphasizes the importance of assessing girls within an appropriate contextual lens. Finally, the paper calls for a gender-focused neurodiversity paradigm that highlights differences in presentation, promotes an approach focused on strength-based interventions, and outlines directions for future research and clinical implications based on this framework. Full article
(This article belongs to the Special Issue Psychosocial and Behavioral Interventions for Youth with Neurodevelopmental Disorders)
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