This study examines the research literature published from 2012 to 2022 on the relationship between increases in adolescent consumption of digital technologies and its impact on multiple areas of development, with a focus on how adolescent immersion in an increasingly ubiquitous digital world engenders positive outcomes in terms of brain, cognitive, and social-emotional development. The literature search yielded 131 articles, 53 of which were empirical studies of the relationship between increases in consumption of digital technology and brain development, cognitive development, or social-emotional development among adolescents. Overall, these studies identify positive outcomes for adolescents who use different types of digital tech, including the internet, social media, and video games.

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the practice of serving students with emotional and behavioral challenges in the United states has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (eBD) have identified a range of empirically supported interventions to improve outcomes for students with eBD. this study sought to examine the feasibility of tieRs, a special education-based treatment program for students with eBD, in 10 self-contained classrooms. Despite the provision of multiple evidence-based supports for implementation, two and a half years of fidelity data indicated that none of the participating classrooms fully implemented the program as intended. these findings raise at least some concern regarding the practicality of the tieRs program, as designed, for its targeted setting/population. study limitations and future directions are discussed.

Innovations, such as novel evidence-based practices, are not likely to diffuse to practice without explicit effort and design (Rogers, 2003). In an effort to understand how interventions should be designed to meet teacher preferences, the present study utilized a full-profile two-alternative forced-choice experiment to examine teacher preferences when selecting a classwide intervention to address student disruptive behavior. Attributes and levels for the experiment were derived in response to four characteristics from Rogers' diffusion of innovations theory. Results from 266 general education teachers of Grades K-5 indicated that nearly all theorized characteristics influenced teacher preference, with the exception of the observability of the intervention (i.e., receiving feedback from others). Specific findings of levels within attributes suggest that, for instance, short online video trainings are preferable to full-day workshops and specific details on adaptations for inclusivity are highly preferred. Given school psychologists' roles in consultation and behavior support, knowledge of teacher preferences may be utilized to support intervention uptake and more general dissemination efforts. Impact and ImplicationsElementary-level general educators attend to a host of factors when selecting a classwide behavior support strategy. When considering methods for disseminating research to teachers, school psychologists may want to attend particularly to the source of the information, the coaching provided, the availability of brief online trainings, the availability of specific guidance on inclusivity, and the provision of choice between paper and electronic forms.

Bullying in schools is a longstanding challenge that has been repeatedly linked to deleterious student outcomes. Using a nationally representative sample of students in the United States (N=12,642, grades 5 to 10), this study examined the factor structure of the Health Behavior in School-Aged Children (HBSC) self-report survey’s bullying items, along with one additional item related to the occurrence of physical fighting. Results provide preliminary support for the use of 19 items from the HBSC survey as a standalone scale for measuring student involvement in bullying for both male and female students.