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Direct linkHemmeter, Mary Louise; Snyder, Patricia; Fox, Lise – School Mental Health, 2018
The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…
Descriptors: Social Development, Emotional Development, Behavior Problems, Behavior Change
Download full textHemmeter, Mary Louise; Snyder, Patricia; Fox, Lise – Grantee Submission, 2018
The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…
Descriptors: Social Development, Emotional Development, Behavior Problems, Behavior Change
Artman-Meeker, Kathleen; Hemmeter, Mary Louise; Snyder, Patricia – Infants and Young Children, 2014
The purpose of this pilot study was to compare the effects of 2 professional development approaches on teachers' implementation of the "Pyramid" model, a classroom-wide approach for fostering social-emotional development and addressing challenging behavior. The study had 2 goals: (a) to examine the differential effects of workshop…
Descriptors: Coaching (Performance), Distance Education, Professional Development, Models
Hemmeter, Mary Louise; Snyder, Patricia A.; Fox, Lise; Algina, James – Topics in Early Childhood Special Education, 2016
We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool…
Descriptors: Early Childhood Education, Program Implementation, Educational Practices, Intervention
Snyder, Patricia A.; Hemmeter, Mary Louise; Fox, Lise – Topics in Early Childhood Special Education, 2015
In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices.…
Descriptors: Coaching (Performance), Early Childhood Education, Preschool Teachers, At Risk Students
Snyder, Patricia A; Hemmeter, Mary Louise; Fox, Lise – Grantee Submission, 2015
In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices.…
Descriptors: At Risk Students, Best Practices, Coaching (Performance), Comparative Analysis
Fox, Lise; Carta, Judith; Strain, Phil; Dunlap, Glen; Hemmeter, Mary Louise – Technical Assistance Center on Social Emotional Intervention for Young Children, 2009
Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. While this problem-solving framework was initially designed for application within Kindergarten to 12th grade programs, there is substantial research that supports the value of the model for application within early childhood…
Descriptors: Response to Intervention, Models, Early Childhood Education, Problem Solving
