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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
Directly Assessed and Adult-Reported Executive Functions: Associations with Academic Skills in Ghana
Ishita Ahmed; Lily Steyer; Noelle M Suntheimer; Sharon Wolf; Jelena Obradovic – Grantee Submission, 2022
Extant work on the importance of children's executive function (EF) for academic skills typically employs either direct assessments of EF skills or adult reports of children's EF behaviors. Each approach has advantages, yet few studies have examined how different EF measurement approaches distinctly relate to child outcomes. We examined how direct…
Descriptors: Foreign Countries, Executive Function, Academic Ability, Performance Based Assessment
Faber Taylor, Andrea; Butts-Wilmsmeyer, Carrie; Jordan, Catherine – Environmental Education Research, 2022
Science lessons in nature are appealing and potentially supportive of children's learning, but little is known about how and for whom they are effective. A within-subjects, experimental, mixed methods design was employed with 92 4th-graders to determine if, why and for whom science learning is better through outdoor, nature-based instruction (NBI)…
Descriptors: Outdoor Education, Teaching Methods, Science Instruction, Grade 4
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
Dellnora Winters – ProQuest LLC, 2022
Mental health, social-emotional disparity, and the woes of not self-regulating or controlling one's mental well-being are significant factors that educational institutions are fighting to manage daily. What common thread can be used to stitch or heal the emptiness that so many urban elementary school students experience on a given day? This…
Descriptors: Academic Achievement, Mental Health, Self Management, Well Being
Ni, Hong; Li, Chieh; Li, Beilei; Xi, Honghua – International Journal of School & Educational Psychology, 2020
This study used ClassMaps Survey to investigate third to fifth grade elementary students' perceptions of five relational (e.g., teacher-student relationships and peer friendships) and three individual (e.g., academic self-efficacy and behavioral self-control) resilience-promoting factors in classrooms in China and the United States. Examination of…
Descriptors: Foreign Countries, Student Attitudes, Resilience (Psychology), 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
Yin, Ming; Heard, Holly E.; Szabo, Julia; Ankoor, Nehemiah – Houston Education Research Consortium, 2021
In the fall of 2019, 3,355 10-year-old students in the Houston Independent School District (HISD) students participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Cooperation and Development (OECD), with Houston serving as the only U.S. site. This report provides a…
Descriptors: Social Emotional Learning, Social Development, Emotional Development, Skill Development
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
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
Minahan, Jessica – Harvard Education Press, 2014
Since its publication in 2012, "The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students" has helped countless classroom teachers, special educators, and others implement an effective, new approach to teaching focused on skill-building, practical interventions, and purposeful, positive interactions…
Descriptors: Student Behavior, Behavior Problems, Intervention, Anxiety Disorders
Ennis, Robin Parks; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A. – Focus on Autism and Other Developmental Disabilities, 2013
In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…
Descriptors: Behavior Problems, Attention Deficit Hyperactivity Disorder, Autism, Pervasive Developmental Disorders
Morgan, Paul L.; Farkas, George; Tufis, Paula A.; Sperling, Rayne A. – Journal of Learning Disabilities, 2008
Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression…
Descriptors: Behavior Problems, Economically Disadvantaged, Kindergarten, Grade 3
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
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