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Frey, Andy J.; Small, Jason W.; Seeley, John R.; Walker, Hill M.; Feil, Edward G.; Lee, Jon; Lissman, Dana Cohen; Crosby, Shantel; Forness, Steven R. – Exceptional Children, 2022
Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children…
Descriptors: Child Behavior, Behavior Disorders, Home Visits, Intervention
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Kevin S. Sutherland; Kristen Granger; Maureen A. Conroy; Bryce D. McLeod; Michael Broda; Natalie Vallarta; Albert Rosas – Prevention Science, 2023
Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…
Descriptors: Student Reaction, Responses, Role, Behavior Problems
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Wood, Brandon J.; Cooper-Secrest, Kellie R.; Kirk, Megan; Walter, Sally – Journal of Educational Leadership and Policy Studies, 2021
The majority of school-age children with or displaying characteristics of a mental health disorder do not independently seek help, often go undiagnosed or undetected, and fail to receive treatment or intervention leaving them susceptible to and at risk for poor school and life outcomes. In response to these concerns and in an effort to improve the…
Descriptors: Mental Disorders, Screening Tests, School Health Services, Principals
Feil, Edward G.; Walker, Hill M.; Frey, Andy J.; Seeley, John; Small, Jason W.; Golly, Annemieke; Lee, Jon; Forness, Steve R. – Exceptional Children, 2021
Disruptive behavior problems frequently emerge in the preschool years and are associated with numerous, long-term negative outcomes, including comorbid disorders. First Step is a psychosocial early intervention with substantial empirical evidence supporting its efficacy among young children. The present study reports on a validation study of the…
Descriptors: Early Intervention, Program Validation, Behavior Modification, Behavior Problems
Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H. – Journal of Positive Behavior Interventions, 2021
Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…
Descriptors: Teacher Student Relationship, Behavior Problems, Student Behavior, Discipline
Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H. – Grantee Submission, 2020
Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, though this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…
Descriptors: Teacher Student Relationship, Behavior Problems, Student Behavior, Discipline
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Caldarella, Paul; Millet, Austin J.; Heath, Melissa A.; Warren, Jared S.; Williams, Leslie – Journal of School Counseling, 2019
Student mental health problems often emerge in high school; however, such problems frequently go unaddressed. Using a time series design, we evaluated the effects of the Strong Teens social-emotional learning curriculum implemented by three school counselors and two school social workers with 28 high school students identified with internalizing…
Descriptors: School Counselors, Mental Health, Social Development, Emotional Development