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Intensive support teams (ISTs) are often poorly understood, despite reports of their effectiveness in managing behaviour that challenges for individuals with an intellectual disability. This paper aims to contribute to the understanding of ISTs through evaluating one IST’s process and their use of positive behaviour support (PBS) as an intervention.

Participants were obtained from the ISTs discharge database, and pre- and post-intervention data from these participants was used for analysis.

Three-paired sample t-tests found that there were significant differences between pre- and post-scores on the behaviour problem inventory, Health of the Nation Outcomes Scale for people with Learning Disabilities and periodic service reviews, which measure quality of targeted, individualised support. This indicates that challenging behaviour frequency and severity were lower post-intervention, quality of life improved post-intervention and staff teams implemented recommended strategies more consistently by the end of the intervention.

This service evaluation captured data over seven-year period, which helps to contribute to the understanding of the effectiveness of ISTs and the PBS framework.

The purpose of this study is to explore fathers’ experiences of raising a child with autism spectrum disorder (ASD), taking into consideration how this experience fluctuates as their child develops from infancy to adulthood.

Semi-structured interviews were used to investigate the experiences of fathers who have a young adult with ASD. Seven fathers participated in this study. Data was analysed using thematic analysis.

Four themes were identified, these were: ubiquitous impact, divergent support, impeding factors and facilitating factors.

Findings from this study highlighted the pervasive impacts of having a child with ASD. This study highlighted the need to educate health-care professionals, the general public and prospective fathers. Creating “dads groups” could help to direct fathers towards other people who understand their situation. Finally, trialling methods to accelerate fathers’ acceptance, such as acceptance and commitment therapy (ACT), could help to reduce psychological stress.

To date, most research largely focusses on mothers’ experiences, as mothers are typically seen as the primary caregiver. Previous research also tends to focus on the earlier years of life. This research addresses the often-overlooked topic of fathers’ experiences, investigating their experience of having a child with ASD from birth through to adulthood.

We contend that a major purpose of education is to prepare students to be active and critical partici-pants in our democracy. To facilitate this goal, students should acquire a repertoire of literacy skills that enable them to think critically about text and make judgments about what they read, skills that are transferable to their roles as citizens in a democracy. This topic is particularly relevant to social studies educators because they expect students to learn a great deal of content through reading. In this article, we present our view of the essential elements of democracy, along with a list of criteria and questions closely related to these elements. The list provides a framework for teachers to use in analyzing and modifying content area literacy strategies. The article also illustrates the democratic and theoretical underpinnings of several literacy strategies that can be used in the social studies classroom.

Now and again a book relating to library interests comes to hand that deserves special notice, and such a work is the New York State Library School Register, 1887–1926, which was published by the New York State Library School Association, Inc., in 1959. We might have received a copy for notice earlier, but Mr. Karl Brown, the Editor of the volume, writes that he “had not thought of sending copies outside the States feeling that it might be considered a provincial book, as London sometimes tells us!” Mr. Brown has been much too bashful. We personally were most happy to receive a copy from him following an enquiry the nature of which will be explained later. In this article we begin by reviewing the book, but at a later stage we indicate by a little study of one person the unusual interest of the work to librarians in terms of library history and of the movements of librarians from one land to another.

The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences.

This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university in interdisciplinary learning settings and five instructors from the same universities. Analysis was carried out by means of qualitative content analysis.

This paper provides empirical insights about the competences that are being fostered by service learning. From these, a framework for social entrepreneurship competences is being derived.

The set of competences should be further investigated, as it was derived out of a small data set. Therefore, researchers are encouraged to use the set of competences for social entrepreneurship as a basis for future research and on a longer-term perspective, which lead to substantial implications for educational practice.

This paper includes implications for new perspectives on service learning in the light of the development of a relevant framework for social entrepreneurship competence, having significant implications for educational practice in social entrepreneurship education.

With this paper, the authors fulfill the need of a framework of social entrepreneurship competences that serves as a foundation for educational practice and further research in the context of service learning and beyond.

The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars’ reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events – such as a museum tour and engagement in their year-long project – in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars’ concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.