Erin S Leif
Biographic Data
| ID | 4188475 |
|---|---|
| NAME | Erin S Leif |
| GIVEN NAMES | Erin S |
| FAMILY NAME | Leif |
| SIGNATURE | LEIF E S |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0003-2219-2405 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
School refusal among young people in out-of-home care (Oohc)
Background School refusal has increased markedly in recent years yet remains under-examined among young people in out-of-home care (OOHC) who experience heightened educational vulnerability. This gap limits understanding of how school refusal affects this population and how best to respond. Aim To map and synthesise academic literature relevant to school refusal among young people in OOHC. Specifically, the review aimed to clarify how school refu…
Australian Practitioners' Beliefs, Confidence, and Training Needs for Delivering Behaviour Support to Children and Young People in Out‐of‐Home Care
Children in out‐of‐home care (OOHC) frequently present with complex behavioural needs. In New South Wales (NSW), behaviour support plans (BSPs) are mandated when restrictive practices, including psychotropic medication, are used. Little research has examined whether the statutory workforce is adequately prepared to meet behaviour support expectations. This study reports findings from a mixed‐methods survey of 95 practitioners delivering behaviour…
Supporting wellbeing of Australian school leaders through peer supervision
Principals play an important role in creating positive school climates. However, principals are also at higher risk of having mental health problems and diminished wellbeing due to the complex nature of their work. Research has found that excessive workloads further undermine principal physical and mental health, with supportive networks and peer-supervision serving as examples of interventions found to improve principal wellbeing. Despite the li…
A scoping review of the components of effective teacher in-service professional development in inclusive education
This scoping review explores the components and outcomes of in-service professional development (IPD) in Inclusive Education (IE) within mainstream primary school settings. A systematic search of the literature was conducted to identify relevant studies, and 30 articles were identified that met inclusion criteria. Data were then extracted for each study on the components of IPD, specific content or skills taught, and outcomes for teachers and stu…
A scoping review of the program components, practice components, and outcomes of behaviour support programs delivered to children and young people in out-of-home care
Children and young people (CYP) in out-of-home care (OOHC) are at risk of experiencing behavioural challenges that can impact their well-being and development. Despite the critical need for effective behaviour support in these settings, research has predominantly focused on educational and disability contexts, leaving a gap in understanding how behaviour support is provided to CYP in OOHC. We address this gap by conducting a scoping review to ide…
Between the Lines
Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move throug…
The factors that count
A need for the successful and sustained implementation of positive and proactive approaches to behaviour support has been widely acknowledged in Australia. School-wide positive behavioural interventions and supports (SWPBIS) is one approach that has been increasingly adopted across Australia to meet the social and behavioural needs of all students. However, successful and sustainable implementation of SWPBIS with fidelity has proven a challenging…
A Survey of Applied Behaviour Analysis Practitioners in Australia
In Australia, the prevalence of autism has increased over the past decade. This has resulted in increased demand for safe and effective interventions and supports. Many evidence-based interventions for individuals with autism have been derived from the scientific discipline of Applied Behaviour Analysis (ABA). However, the professional practice of ABA is not yet formally regulated in Australia, and there are no national practice standards or qual…
A Survey of Applied Behaviour Analysis Practitioners in Australia
In Australia, the prevalence of autism has increased over the past decade. This has resulted in increased demand for safe and effective interventions and supports. Many evidence-based interventions for individuals with autism have been derived from the scientific discipline of Applied Behaviour Analysis (ABA). However, the professional practice of ABA is not yet formally regulated in Australia, and there are no national practice standards or qual…
A Survey of Applied Behaviour Analysis Practitioners in Australia
In Australia, the prevalence of autism has increased over the past decade. This has resulted in increased demand for safe and effective interventions and supports. Many evidence-based interventions for individuals with autism have been derived from the scientific discipline of Applied Behaviour Analysis (ABA). However, the professional practice of ABA is not yet formally regulated in Australia, and there are no national practice standards or qual…
The factors that count
A need for the successful and sustained implementation of positive and proactive approaches to behaviour support has been widely acknowledged in Australia. School-wide positive behavioural interventions and supports (SWPBIS) is one approach that has been increasingly adopted across Australia to meet the social and behavioural needs of all students. However, successful and sustainable implementation of SWPBIS with fidelity has proven a challenging…
Between the Lines
Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move throug…
Supporting wellbeing of Australian school leaders through peer supervision
Principals play an important role in creating positive school climates. However, principals are also at higher risk of having mental health problems and diminished wellbeing due to the complex nature of their work. Research has found that excessive workloads further undermine principal physical and mental health, with supportive networks and peer-supervision serving as examples of interventions found to improve principal wellbeing. Despite the li…
A scoping review of the components of effective teacher in-service professional development in inclusive education
This scoping review explores the components and outcomes of in-service professional development (IPD) in Inclusive Education (IE) within mainstream primary school settings. A systematic search of the literature was conducted to identify relevant studies, and 30 articles were identified that met inclusion criteria. Data were then extracted for each study on the components of IPD, specific content or skills taught, and outcomes for teachers and stu…
A scoping review of the program components, practice components, and outcomes of behaviour support programs delivered to children and young people in out-of-home care
Children and young people (CYP) in out-of-home care (OOHC) are at risk of experiencing behavioural challenges that can impact their well-being and development. Despite the critical need for effective behaviour support in these settings, research has predominantly focused on educational and disability contexts, leaving a gap in understanding how behaviour support is provided to CYP in OOHC. We address this gap by conducting a scoping review to ide…
School refusal among young people in out-of-home care (Oohc)
Background School refusal has increased markedly in recent years yet remains under-examined among young people in out-of-home care (OOHC) who experience heightened educational vulnerability. This gap limits understanding of how school refusal affects this population and how best to respond. Aim To map and synthesise academic literature relevant to school refusal among young people in OOHC. Specifically, the review aimed to clarify how school refu…
Australian Practitioners' Beliefs, Confidence, and Training Needs for Delivering Behaviour Support to Children and Young People in Out‐of‐Home Care
Children in out‐of‐home care (OOHC) frequently present with complex behavioural needs. In New South Wales (NSW), behaviour support plans (BSPs) are mandated when restrictive practices, including psychotropic medication, are used. Little research has examined whether the statutory workforce is adequately prepared to meet behaviour support expectations. This study reports findings from a mixed‐methods survey of 95 practitioners delivering behaviour…
Psychology (5 works) · Medical education (4 works) · Medicine (4 works) · Child Welfare and Adoption (3 works) · Political science (3 works) · Behavioral and Psychological Studies (2 works) · Challenging behaviour (2 works) · Child Abuse and Trauma (2 works) · Collaborative Teaching and Inclusion (2 works) · Health Policy Implementation Science (2 works)