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Kulpa, Stavroula – ProQuest LLC, 2020
The purpose of this study was to assess the effectiveness of the Zones of Regulation program, as a tier II intervention for elementary age students who were identified by their teachers as struggling with self-regulation. Minimal research has been dedicated to the Zones of Regulation program. Nonetheless, educators are using the program regularly…
Descriptors: Self Control, Elementary School Students, Program Effectiveness, Student Behavior
Bayly, Benjamin L.; Bierman, Karen L. – Early Education and Development, 2022
Research Findings: Children's readiness to handle the expectations of elementary school depends heavily on their self-regulation skills. Self-regulation includes both cognitive and behavioral elements; however, past studies have typically looked at cognitive and behavioral self-regulation in isolation or as a composite score rather than examining…
Descriptors: Preschool Teachers, Preschool Children, Teacher Student Relationship, Self Control
Hustus, Chelsea L.; Owens, Julie Sarno; Volpe, Robert J.; Briesch, Amy M.; Daniels, Brian – Journal of Emotional and Behavioral Disorders, 2020
The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we…
Descriptors: Behavior Problems, Intervention, Elementary School Teachers, Elementary School Students
Hustus, Chelsea L.; Owens, Julie Sarno; Volpe, Robert J.; Briesch, Amy M.; Daniels, Brian – Grantee Submission, 2020
The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we…
Descriptors: Behavior Problems, Intervention, Elementary School Teachers, Elementary School Students
Chuang, Chi-ching; Reinke, Wendy M.; Herman, Keith C. – School Psychology, 2020
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…
Descriptors: Elementary School Students, Student Behavior, Behavior Problems, Aggression
Low, Sabina; Smolkowski, Keith; Cook, Clayton; Desfosses, Danielle – Developmental Psychology, 2019
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…
Descriptors: Social Development, Emotional Development, Elementary School Teachers, Elementary School Students
LaForett, Doré R.; Murray, Desiree W.; Reed, Jessica James; Kurian, Jennifer; Mills-Brantley, Rachel – Grantee Submission, 2019
The purpose of this paper is to describe the implementation of an evidence-based treatment, the Incredible Years® (IY) Small Group Dina Dinosaur Treatment program, as delivered in elementary schools to address the needs of children in kindergarten through second grade with self-regulation difficulties. Adaptations for school-based delivery of 17…
Descriptors: Kindergarten, Grade 1, Grade 2, Early Childhood Education
Hirvonen, Riikka; Poikkeus, Anna-Maija; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Early Education and Development, 2015
Research Findings: The purpose of this study was to identify the developmental trajectories of impulsive behavior among 378 Finnish children who were followed from kindergarten to 4th grade. In addition to ratings of children's impulsivity, the analyses included measures of motivation, cognitive skills, socioemotional adjustment, and…
Descriptors: Foreign Countries, Kindergarten, Young Children, Grade 1
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
Liew, Jeffrey; Chen, Qi; Hughes, Jan N. – Early Childhood Research Quarterly, 2010
The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to…
Descriptors: Mathematics Achievement, Grade 2, Grade 1, Student Behavior
Meard, Jacques; Bertone, Stefano; Flavier, Eric – British Journal of Educational Psychology, 2008
Background: Vygotsky's theory of the internalization of signs provided the basis for this study. Aims: This study tried to analyse the processes by which second-grade students internalize school rules. Sample: Ethnographic data were collected on 102 lessons in a second-grade class (6-8 years) during 1 year. This study focused on three lessons…
Descriptors: Grade 2, Elementary School Students, School Policy, Learning Processes
Gable, Sara; Krull, Jennifer L.; Chang, Yiting – Applied Developmental Science, 2009
The current study examines the social and behavioral development of school-age children with different histories of overweight onset. Eight thousand children from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) participated. Three groups of children were identified for analysis: (1) those who were persistently overweight from…
Descriptors: Obesity, Family Characteristics, Children, Kindergarten
Lakes, Kimberley D.; Hoyt, William T. – Journal of Applied Developmental Psychology, 2004
The impact of school-based Tae Kwon Do training on self-regulatory abilities was examined. A self-regulation framework including three domains (cognitive, affective, and physical) was presented. Children (N = 207) from kindergarten through Grade 5 were randomly assigned by homeroom class to either the intervention (martial arts) group or a…
Descriptors: Physical Education, Athletics, Intervention, Self Control
Hamilton, Jennifer L. – Online Submission, 2007
Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…
Descriptors: Affective Behavior, Behavior Disorders, Self Control, Grade 1