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Tiffany Wu; Christina Weiland – Annenberg Institute for School Reform at Brown University, 2024
Chronic absenteeism is a critical issue that has been linked to many adverse student outcomes. The current study focuses on improving a key system already in place in many school districts--early warning systems (EWSs)--in order to decrease chronic absenteeism in students' earliest schooling years. Using a demographically diverse population of…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2
Council of Chief State School Officers, 2019
Recognizing the critical importance of early literacy, the Council of Chief State School Officers (CCSSO) and the Center on Enhancing Early Learning Outcomes (CEELO) have both worked intensively with states on birth through third grade improvement strategies across literacy and other learning domains. Third grade reading laws are one strategy that…
Descriptors: Reading Instruction, Literacy Education, Grade 3, State Legislation
Walker, Kirstie L.; Wright, Kristi D. – in education, 2017
Stop Now And Plan (SNAP®) is an empirically supported cognitive behavioural program for children identified as presenting with externalizing problems. The purpose of this investigation was to examine the implementation of the SNAP® for Schools program as a universal prevention program for children not identified as presenting with internalizing or…
Descriptors: Cognitive Restructuring, Behavior Modification, Behavior Problems, Prevention
Gersten, Russell; Newman-Gonchar, Rebecca; Haymond, Kelly S.; Dimino, Joseph – Regional Educational Laboratory Southeast, 2017
Response to intervention (RTI) is a comprehensive early detection and prevention strategy used to identify and support struggling students before they fall behind. An RTI model usually has three tiers or levels of support. Tier 1 is generally defined as classroom instruction provided to all students, tier 2 is typically a preventive intervention…
Descriptors: Response to Intervention, Primary Education, Grade 1, Grade 2
Reinke, Wendy M.; Herman, Keith C.; Dong, Nianbo – Grantee Submission, 2018
This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level…
Descriptors: Randomized Controlled Trials, Classroom Techniques, Teacher Attitudes, Elementary School Teachers
Menard, Scott; Grotpeter, Jennifer K. – Journal of School Violence, 2014
Bully-Proofing Your School (BPYS), a school-based intervention program designed to reduce bullying and school violence, is evaluated for its impact on bullying and related aggressive behaviors in a multiple nonequivalent control group, pretest-posttest design with ex ante selection of treatment and comparison groups. Outcome measures included…
Descriptors: Bullying, School Safety, Elementary Schools, Intervention
Düsmez, Ihsan; Barut, Yasar – Online Submission, 2016
The research is an experimental study which has experimental and control groups, and based on pre-test, post-test, monitoring test model. Research group consists of second and third grade students of Primary School Education and Psychological Counseling undergraduate programmes in Giresun University Faculty of Educational Sciences. The research…
Descriptors: Foreign Countries, Psychotherapy, Time Management, Prevention
Fahsl, Allison J.; Luce, Amanda E. – Preventing School Failure, 2012
The purpose of this study was to determine whether the Fight-Free Schools violence prevention process had an effect on the frequency of aggressive acts of elementary school students. Participants included approximately 600 students ranging from Kindergarten to 5th grade in a suburban school in the Midwestern United States. Data were collected over…
Descriptors: Elementary School Students, Suburban Schools, Prevention, Aggression
Wang, Cixin; Couch, Lauren; Rodriguez, Geovanna Rosas; Lee, Catherine – Contemporary School Psychology, 2015
The current study evaluated the effectiveness of the Bullying Literature Project on social-emotional and behavioral outcomes among elementary school students. The Bullying Literature Project is a five-session classroom-wide intervention that uses children's literature as a springboard to promote adaptive social-cognitive process, teach social…
Descriptors: Bullying, Prevention, Social Development, Emotional Development
Anthony, Hayley; McLean, Louise A. – Advances in School Mental Health Promotion, 2015
Schools are increasingly seen as promising environments for initiatives to prevent mental disorders and to protect and promote mental health. This pilot study examined whether a school-based resiliency programme, "Bounce Back," increased protective factors associated with resilience. Thirty-nine children aged 8-10 years (M = 9.17,…
Descriptors: Mental Health, Health Promotion, Self Control, Self Efficacy
Leflot, Geertje; van Lier, Pol A. C.; Onghena, Patrick; Colpin, Hilde – Journal of School Psychology, 2013
The role of children's on-task behavior in the prevention of aggressive behavior was assessed among 570 Dutch speaking children followed from second- to third-grade elementary school in Flanders, Belgium. A first objective was to investigate whether individual level variation of on-task behavior moderated the impact of a universal preventive…
Descriptors: Grade 2, Grade 3, Prevention, Program Effectiveness
Ahtola, Annarilla; Haataja, Anne; Karna, Antti; Poskiparta, Elisa; Salmivalli, Christina – Teaching and Teacher Education: An International Journal of Research and Studies, 2012
The effects of an antibullying program, KiVa, on Grade 1-3 teachers' perceptions of bullying were investigated. Data were gathered from 128 teachers in 33 intervention schools and 110 teachers in 29 control schools. Two-level regression models showed that, at the end of the intervention year, self-evaluated competence to tackle bullying was at a…
Descriptors: Intervention, Bullying, Grade 1, Student Attitudes
Brock, Jacqueline M. – ProQuest LLC, 2013
Bully Prevention in Positive Behavior Support (BP-PBS) is a prevention-oriented program created to support students with strategies to combat bullying. BP-PBS supports the idea that all students should have access to positive behavior support to minimize problem behavior at school (Horner, 2011). The goal of this study was to investigate the…
Descriptors: Bullying, Prevention, Positive Behavior Supports, Student Behavior
Fraser, Mark W.; Lee, Jung-Sook; Kupper, Lawrence L.; Day, Steven H. – Research on Social Work Practice, 2011
Objective: Six-month follow-up outcomes from a controlled trial of a program designed to prevent aggressive behavior in childhood are described. Method: Data were collected from three sequential cohorts of third graders in two public elementary schools (N = 443). The Year 1 cohort received a routine health curriculum. The Year 2 cohort received…
Descriptors: Aggression, Child Behavior, Health Education, Grade 3
Wolmer, Leo; Hamiel, Daniel; Laor, Nathaniel – Journal of the American Academy of Child & Adolescent Psychiatry, 2011
Objective: The psychological outcomes that the exposure to mass trauma has on children have been amply documented in the past decades. The objective of this study is to describe the effects of a universal, teacher-based preventive intervention implemented with Israeli students before the rocket attacks that occurred during Operation Cast Lead,…
Descriptors: Intervention, Posttraumatic Stress Disorder, Foreign Countries, Psychological Patterns