Publication Date
In 2025 | 0 |
Since 2024 | 2 |
Since 2021 (last 5 years) | 7 |
Since 2016 (last 10 years) | 24 |
Since 2006 (last 20 years) | 54 |
Descriptor
Source
Author
Bridgeland, John | 2 |
Bruce, Mary | 2 |
Conroy, M. A. | 2 |
Conroy, Maureen A. | 2 |
Granger, K. L. | 2 |
Hariharan, Arya | 2 |
Herman, Keith C. | 2 |
Hetrick, A. A. | 2 |
Lochman, John E. | 2 |
Parnell, E. | 2 |
Reinke, Wendy M. | 2 |
More ▼ |
Publication Type
Education Level
Early Childhood Education | 55 |
Preschool Education | 33 |
Elementary Education | 12 |
Primary Education | 10 |
Elementary Secondary Education | 8 |
Kindergarten | 6 |
Grade 1 | 2 |
Grade 3 | 2 |
Adult Education | 1 |
Grade 2 | 1 |
Audience
Teachers | 10 |
Parents | 6 |
Administrators | 1 |
Location
Australia | 3 |
Ohio | 3 |
Texas | 3 |
Illinois | 2 |
Maryland | 2 |
North Carolina | 2 |
California | 1 |
China | 1 |
Germany | 1 |
Italy | 1 |
New Hampshire | 1 |
More ▼ |
Laws, Policies, & Programs
Abbott v Burke | 1 |
Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Implementation of an Adapted Version of the Zones of Regulation into Integrated Preschool Classrooms
Amanda Budde – ProQuest LLC, 2024
There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their…
Descriptors: Preschool Education, Preschool Children, Child Development, Social Development
Marcia Lee Unnever – Brookes Publishing Company, 2024
Get every young child ready to learn--and support their social-emotional development--with these 70 fun, quick, and effective activities! Teachers of early childhood through Grade 3 will love this unique combination of SEL, mindfulness, and brain-friendly physical activity that promotes growth, development, and behavior management. Designed to…
Descriptors: Social Emotional Learning, Metacognition, Motion, Brain
Wahman, Charis L.; Pustejovsky, James E.; Ostrosky, Michaelene M.; Santos, Rosa Milagros – Topics in Early Childhood Special Education, 2022
Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which…
Descriptors: Story Telling, Social Development, Intervention, Behavior Problems
Henry P. Bass – ProQuest LLC, 2021
Promoting healthy development for youth requires understanding the factors that predict positive outcomes. Although cognitive skills are important for student development, research has also identified social-emotional and behavioral growth as key developmental contributors. Social-emotional and behavioral skills, such as adaptability, emotional…
Descriptors: Program Effectiveness, Behavior Modification, Outcomes of Education, Rural Areas
Brann, Kristy L.; Maras, Melissa A.; Smith-Millman, Mills; Splett, Joni W.; Kilpatrick, Kayla – Journal of Educational and Psychological Consultation, 2020
Tiered response models encourage a proactive approach to identification of social-emotional needs and intervention. However, schools experience barriers to adopting and implementing such models that use data to allocate interventions. The current study examines the utility of a universal social-emotional learning (SEL) screening system embedded in…
Descriptors: Screening Tests, Elementary School Students, Intervention, Test Validity
Myburgh, Liezl; Condy, Janet; Barnard, Elna – Perspectives in Education, 2020
There are limited studies into the exact pervasiveness of autism spectrum disorder (ASD) in sub-Saharan Africa, and fewer still into early intervention for learners with autism. This paper focuses on how three foundation phase teachers provided explicitly structured classroom experiences to develop social skills training, particularly…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Students with Disabilities
Sabey, Christian V.; Charlton, Cade T.; Pyle, Daniel; Lignugaris-Kraft, Benjamin; Ross, Scott W. – Review of Educational Research, 2017
The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and…
Descriptors: Kindergarten, Young Children, Educational Research, Intervention
Muratori, Pietro; Lochman, John E.; Bertacchi, Iacopo; Giuli, Consuelo; Guarguagli, Elena; Pisano, Simone; Gallani, Anna; Mammarella, Irene C. – School Psychology International, 2019
The Coping Power Program has been adapted as a universal prevention model (Coping Power Universal) aimed to reduce children's behavioral difficulties in Italian primary and nursery classes. The current study aimed to determine whether the version of the Universal Coping Power for pre-schoolers could reduce behavioral problems in school and home…
Descriptors: Coping, Preschool Children, Child Behavior, Behavior Problems
Jaimee E. Kidder – ProQuest LLC, 2019
It is critical for young children to develop social-emotional competence, as delays in this area are associated with negative social and behavioral outcomes, and the preschool classroom is a natural setting for children to build these skills. However, for many children with autism spectrum disorders (ASD), this can be a challenging task, as…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Preschool Children, Preschool Education
Han, Chen; Cumming, Therese M. – International Journal of Inclusive Education, 2022
The educational inclusion of children with Autism Spectrum Disorder (ASD) can be challenging, due to behavioural issues. Scant research has been conducted to investigate behavioural interventions for students with ASD in the Chinese context. Since special education in China varies greatly from that in western countries such as Australia,…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Students with Disabilities
Granger, K. L.; Sutherland, K. S.; Conroy, M. A.; Hetrick, A. A.; Parnell, E. – Exceptionality, 2020
The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Student Behavior
Granger, K. L.; Sutherland, K. S.; Conroy, M. A.; Hetrick, A. A.; Parnell, E. – Grantee Submission, 2020
The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Student Behavior
Ros-Demarize, Rosmary; Graziano, Paulo A. – Journal of Early Intervention, 2021
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…
Descriptors: Autism, Pervasive Developmental Disorders, Summer Programs, Preschool Children
Aksoy, Pinar – Online Submission, 2019
The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved…
Descriptors: Social Development, Emotional Development, Skill Development, Preschool Children
Gershon, Pam; Pellitteri, John – International Journal of Emotional Education, 2018
This paper compares four selected social-emotional learning (SEL) curricula that have empirical support for preschool students (Preschools PATHS, Incredible Years, Al's Pals, and Preschool RULER). First, meta-analytic studies of SEL programs in schools and research on emotional intelligence (EI) of preschool children are reviewed as a background…
Descriptors: Emotional Intelligence, Preschool Children, Preschool Education, Educational Research