Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading…

Guided by an ecological model, we tested whether teacher-child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms).…

This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring [less than or equal to]85 standard score on the "Test of Silent Reading Efficiency and Comprehension" (n =…

Research Findings: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency…

The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…

The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive…

Despite a high dropout rate and poor educational and posteducational outcomes, limited evidence-based practices have been validated with students at the high school level who have emotional and behavioral problems. The purpose of this study was to evaluate the impact of a multitreatment, assessment-based intervention package. Participants were 647…

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers…

For socioeconomically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student--teacher relationships and classroom emotional support as two features of the…

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…

Based on a Response to Intervention framework, this study examines whether a clinical significance methodology is useful for placing children in Tier 2 interventions for school-based social-emotional learning. Data from INSIGHTS Into Children's Temperament, a Tier-1 intervention, was analyzed to assess practical considerations and limitations…

Over the last decade, there has been increased interest in measuring life satisfaction among children and adolescents as an indicator of broad well-being and happiness. Although limited, existing research with students with social, emotional, and behavioral (SEB) problems indicates they experience lower life satisfaction compared with their…

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…

In the present study, we examined the effects of a fluency-building mathematics program called Great Leaps Math on fluency of basic addition mathematics facts zero to nine and word problem solving using a multiple probe design across participants. Three elementary students with challenging behaviors and mathematics difficulty participated in the…

The purpose of the study was to investigate the effectiveness of a brief and feasible universal screener for kindergarten readiness for predicting follow-up outcomes in first grade. Participants included kindergarten and first-grade teachers and students from 6 urban elementary schools. Students included slightly more males than females (54%;…