We examined processing of verbal irony in three groups of children: (1) 18 children with high-functioning Autism Spectrum Disorder (HFASD), (2) 18 typically- developing children, matched to the first group for verbal ability, and (3) 18 typically-developing children matched to the first group for chronological age. We utilized an irony comprehension task that minimized verbal and pragmatic demands for participants. Results showed that children with HFASD were as accurate as typicallydeveloping children in judging speaker intent for ironic criticisms, but group differences in judgment latencies, eye gaze, and humor evaluations suggested that children with HFASD applied a different processing strategy for irony comprehension; one that resulted in less accurate appreciation of the social functions of irony.

Children with attention-deficit/hyperactivity disorder (ADHD) present with a number of behavioural, social, and academic challenges. However, the importance of understanding the strengths and abilities of these children should not be overlooked, particularly in the school environment. This brief report highlights the application of positive psychology to a population typically portrayed in a negative light-children with ADHD. Specifically, this article provides an argument for seeking a more positive understanding of children with ADHD and illustrates the necessity of taking a strengths-based approach in working with and supporting these students. Avenues for adopting a strengths-based approach to ADHD within both research and practice are discussed, informed by concepts from related areas of positive psychology, strengths perspectives, and resilience. The benefits of and potential directions for integrating positive psychology frameworks into the ADHD research field are outlined, emphasising the need to link findings to evidence-based practice. Implications for school-based practice will also be examined, highlighting the importance of strengths-based assessment and intervention approaches in school environments so as to provide more positive and well-rounded support for children with ADHD. Ultimately, positive psychology offers a more balanced, holistic, and hopeful approach to a population typically viewed through a deficit lens and has the potential to inspire a greater emphasis on building capacity in these children and their families and schools.

Psychoeducational reports are the primary means for a school psychologist to communicate the results of an assessment. Although reports should be written in the most efficient and reader-friendly manner, this is not always the case. Additionally, problems in report writing have remained relatively consistent for several decades, despite recommendations on how reports should be improved. The focus of the current article is to provide an integrated and easily implemented framework for improving psychoeducational reports based on the evidence and broad recommendations currently available in the literature. Specifically, the C.L.E.A.R. Approach to report writing for practitioners is presented, with practical strategies and examples provided to illustrate the use of the model in a school-based setting. RésuméLe rapport psycho-éducatif est la méthode primaire pour un psychologue d'école afin de communiquer ses résultats obtenus lors d'une évaluation. Ce rapport doit être écrit de façon simple et précis, malheureusement, ce n'est pas toujours ce qui est observé. Canadian Journal of School Psychology 26(2)En effet, certaines difficultés face aux rapports psycho-éducatifs sont demeurées constantes au cours des années, malgré les nombreuses recommandations suggérées. Le but de la recherche présentée ici, consiste à fournir un modèle d'encadrement facile à implanter et à intégrer. Ceci permettra d'améliorer les rapports puisqu'ils sont basés sur les preuves et les vastes recommandations qui sont actuellement disponibles dans la littérature. Spécifiquement, l'accent sera mis sur l'approche "C.L.E.A.R.". Cette approche présente des stratégies pratiques ainsi que des exemples illustrant l'utilisation de ce modèle dans un environnement scolaire.

Social support may provide a target for resilience-based interventions among children with ADHD in promoting their self-concept and well-being.

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School-based practitioners are often called upon to provide assessment and recommendations for struggling students. These assessments often open doors to specialised services or interventions and provide opportunities for students to build competencies in areas of need. However, these assessments often fail to highlight the abilities of these students and instead focus on areas in need of remediation. The use of a more positive, or strengths-based, approach to working with students is needed. Although strengths-based assessment (SBA) is not a new concept, it is not routinely incorporated into school-based assessment services. This article provides an overview of SBA and its benefits, along with empirically-driven models that support the implementation of SBA in schools, and calls for a renewed focus on understanding students from a strengths-based model. Examples of SBA measures and techniques are included, along with implications for practice for both students and psychologists.Psychology is typically viewed as a pathology-focused profession. Individuals seek psychological support when something is wrong or when there is an issue that needs to be 'solved.' Graduate-level psychology programmes emphasise courses in child and adolescent disorders, child psychopathology and clinically-based interventions for psychological disorders. Much research effort and focus is devoted to understanding how and why individuals experience distress and what can be done to ameliorate these concerns.

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Objective: The aim of this review was to explore the impact of living with undiagnosed ADHD and adult diagnosis on women. Method: A systematic literature search was completed using three databases. Eight articles were considered relevant based on strict inclusion criteria. Thematic analysis was used to analyze the results of the articles. Results: Four key themes emerged: Impacts on social-emotional wellbeing, Difficult relationships, Lack of control, and Self-acceptance after diagnosis. Conclusion: This knowledge can be used to advance the understanding of ADHD in adult women and the implications for late diagnosis in women.