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Frohn, Scott R.; Acar, Ibrahim H.; Rudasill, Kathleen Moritz; Buhs, Eric S.; Pérez-González, Sam – Early Child Development and Care, 2021
The present study examined teacher sensitivity as a potential moderator of the relationship between children's temperament in infancy and their social development in first grade. Using data from the Study of Early Child Care and Youth Development (NICHD SECCYD), we found that first grade teachers who were sensitive and responsive to students'…
Descriptors: Grade 1, Elementary School Students, Student Adjustment, Correlation
Nowell, Sallie W.; Watson, Linda R.; Boyd, Brian; Klinger, Laura G. – Language, Speech, and Hearing Services in Schools, 2019
Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.…
Descriptors: Interpersonal Communication, Interpersonal Competence, Self Control, Metacognition
Nowell, Sallie W.; Watson, Linda R.; Boyd, Brian; Klinger, Laura G. – Grantee Submission, 2019
Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.…
Descriptors: Interpersonal Communication, Interpersonal Competence, Self Control, Metacognition
McCormick, Meghan P.; Neuhaus, Robin; Horn, E. Parham; O'Connor, Erin E.; White, Hope I.; Harding, Samantha; Cappella, Elise; McClowry, Sandee – AERA Open, 2019
Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of…
Descriptors: Social Development, Emotional Development, Meta Analysis, Interpersonal Competence
DiPerna, James Clyde; Lei, Puiwa; Cheng, Weiyi; Hart, Susan Crandall; Bellinger, Jillian – Journal of Educational Psychology, 2018
The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions.…
Descriptors: Skill Development, Interpersonal Competence, Social Development, Elementary School Students
Pritchett, Rachel; Nowek, Gail; Neill, Cróna; Minnis, Helen – Educational Psychology in Practice, 2014
Studies examining the well-being of British children find that about 5-10% are at risk of developing problems. This study aimed to examine the emotional and behavioural development of six to eight year olds in an area of socio-economic deprivation in Glasgow (Scotland) and compare this with UK norms. Furthermore, it aimed to look at overlap…
Descriptors: Emotional Development, Social Development, Foreign Countries, Economically Disadvantaged
Vandecandelaere, Machteld; Schmitt, Eric; Vanlaar, Gudrun; De Fraine, Bieke; Van Damme, Jan – Educational Psychology, 2016
Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kindergarten repeaters' development in nine psychosocial domains is compared with that of equally at risk…
Descriptors: Kindergarten, Grade Repetition, Child Development, At Risk Students
Cappella, Elise; O'Connor, Erin E.; McCormick, Meghan P.; Turbeville, Ashley R.; Collins, Ashleigh J.; McClowry, Sandee G. – Elementary School Journal, 2015
We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms…
Descriptors: Elementary School Students, Elementary School Teachers, Comparative Analysis, Randomized Controlled Trials
O'Connor, Erin E.; Cappella, Elise; McCormick, Meghan P.; McClowry, Sandee G. – Journal of Educational Psychology, 2014
The primary aim of this group randomized trial was to test the efficacy of INSIGHTS Into Children's Temperament (INSIGHTS) in increasing the academic achievement and sustained attention and reducing the disruptive behavior problems of low-income kindergarten and 1st grade children. Twenty-two urban elementary schools serving low-income families…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Program Effectiveness
Sung, Youngji – Child & Youth Care Forum, 2014
Background: Language minority students, who are mostly immigrant students tend to perform at lower levels in school and to be at risk of school failure when they are limited in English proficiency (LEP). Objective: Based on the previous studies that addressed the importance of students' social skills for school success, I examined the social…
Descriptors: Language Minorities, Elementary School Students, Social Development, Immigrants
Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane – Developmental Psychology, 2014
Using data ("n" = 3,790 with 2,119 in the 3-year-old cohort and 1,671 in the 4-year-old cohort) from 353 Head Start centers in the Head Start Impact Study, the only large-scale randomized experiment in Head Start history, this article examined the impact of Head Start on children's cognitive and parent-reported social-behavioral outcomes…
Descriptors: Early Intervention, Disadvantaged Youth, Program Effectiveness, Cognitive Development
Boor-Klip, Henrike J.; Cillessen, Antonius H. N.; van Hell, Janet G. – Gifted Child Quarterly, 2014
Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics…
Descriptors: Social Development, Gifted, Children, Comparative Analysis
Kang, Hannah S.; Haddad, Eileen; Chen, Chuansheng; Greenberger, Ellen – Early Education and Development, 2014
Research Findings: Previous research has suggested that children from immigrant families face multiple stressors associated with acculturation. One component of acculturation that has not been widely explored in relation to children's socioemotional development is limited English proficiency (LEP). Given that English is the main language used in…
Descriptors: Limited English Speaking, Well Being, Asian Americans, Hispanic Americans
O'Brennan, Lindsey M.; Waasdorp, Tracy E.; Pas, Elise T.; Bradshaw, Catherine P. – Remedial and Special Education, 2015
The present longitudinal study used a social-ecological framework to explore the extent to which peer victimization and aggression were associated with changes in concentration problems and emotion regulation among elementary students in general versus special education, while accounting for student demographics and school contextual factors. Data…
Descriptors: Longitudinal Studies, Victims, Peer Relationship, Social Development
Mashburn, Andrew J.; Downer, Jason T. – Society for Research on Educational Effectiveness, 2013
The goals of the Head Start Impact Study (HSIS) are to: (1) determine the impacts of Head Start on children's school readiness and parental practices that support children's development; and (2) to determine under what circumstances Head Start achieves its greatest impacts and for which children (US Department of Health and Human Services, 2010).…
Descriptors: Early Intervention, Disadvantaged Youth, School Readiness, Parent Role
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