The purpose of this study was to systematically review the literature on the prevalence of adverse childhood experiences (ACEs) in school-aged youth (i.e., ≤ 18 years). Inclusion and exclusion search criteria led to the identification of 96 articles published during a 25-year period. Articles containing international samples (N = 44) and samples from the United States (N = 52) were examined for (a) the nature and prevalence of ACEs, (b) the nature of the samples and populations studied, and (c) the methods used to identify ACEs. Findings are narratively summarized and presented descriptively in tabular form to further assist school professionals in recognizing the diversity of ACEs worldwide and the array of methods used to identify trauma-related events. Prevalence rates vary substantially by the type of ACEs reported and the context or setting in which data were gathered. Yet, almost two thirds of youth experience significant adverse events no matter where they reside across the world, highlighting the need for local ACEs screening and early intervention. Implications for future research include the importance of clarifying ACEs exposure and measures used to quantify such events to allow for future aggregation (e.g., meta-analysis) of findings by country, context, population, or event type.

The purpose of this study was to empirically investigate Nationally Certified School Psychologists' (NCSP) training in and use of evidence-based interventions (EBIs) for child behavior concerns as well as their reported implementation barriers. A modified Tailored Design Method (TDM; Dillman, Smyth, & Christian, 2009) using up to four mail-based participant contacts was used to obtain survey data (72% usable response rate; n = 392) from a randomly selected national sample of 548 currently practicing NCSPs. Lack of time was rated as the most serious barrier to behavioral EBI implementation, followed by a lack of necessary resources, and financial constraints. Nearly three-quarters (71%) of respondents reported a perceived inadequacy of graduate program training in behavioral EBIs, with a statistically significant difference found between respondents who attended American Psychological Association (APA)-accredited/National Association of School Psychologists (NASP)-approved programs and those who did not. These findings highlight the significant barriers school psychologists encounter when attempting to implement behavioral EBIs within applied practice, as well as the importance of graduate program training in implementation science. Implications for training, practice, and research are discussed.

In this single-case research study, we examined the efficacy and acceptability of sertraline treatment in children diagnosed with selective mutism. We utilized a double-blind, placebo-controlled trial of sertraline within a replicated multiple baseline/across participants research design (n = 2; n = 3). Multiple methods of assessment involving across-setting informants were completed repeatedly throughout the 16-week study. Follow-up data was collected at 4 and 20 weeks poststudy. Assessment measures failed to demonstrate group changes in mutism, anxiousness, and shyness. All individuals realized considerable improvement on some of these variables. Two of the five participants no longer met diagnostic criteria for selective mutism following less than 10 weeks of 100 mg sertraline treatment. A third participant was reported asymptomatic at 20 weeks poststudy. Treatment compliance was high. Parent treatment acceptability ratings were highly favorable. Single-case research methodology has considerable clinical utility in the medication treatment of selective mutism. Frequent and repeated measurement across phases helped to highlight varying levels of participant improvement across situationally specific settings. Additional investigation of the use of selective serotonin reuptake inhibitors in treating selective mutism is warranted.