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Sumi, W. Carl; Woodbridge, Michelle W.; Wei, Xin; Thornton, S. Patrick; Roundfield, Katrina D. – Grantee Submission, 2021
This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students. Researchers administered screenings to grade 6 students to assess traumatic stress and then randomized those with elevated levels to the CBITS treatment (n = 150; 47%…
Descriptors: Trauma, Group Therapy, Middle School Students, Cognitive Restructuring
Carl Sumi; Michelle Woodbridge; Elisa Garcia; Xin Wei; Patrick Thornton; Jennifer Nakamura – Society for Research on Educational Effectiveness, 2021
Background: Students who do not acquire social and emotional skills are at risk for a range of negative outcomes that include emotional and behavioral disabilities, lower school achievement and school failure, peer rejection, substance abuse, and school dropout (Downer & Pianta, 2006; Riggs et al., 2006 Quinn & Poirier, 2004). Tools for…
Descriptors: Teaching Methods, Social Emotional Learning, Cognitive Restructuring, Behavior Modification
Manship, Karen; Quick, Heather; Holod, Aleksandra; Mills, Nicholas; Ogut, Burhan; Chernoff, Jodi Jacobson; Blum, Jarah; Hauser, Alison; Anthony, Jennifer; González, Raquel – American Institutes for Research, 2015
Transitional kindergarten--the first year of a two-year kindergarten program for California children born between September 2 and December 2--is intended to better prepare young five-year-olds for kindergarten and ensure a strong start to their educational career. The goal of this study was to measure the success of the program by determining the…
Descriptors: Kindergarten, Young Children, School Readiness, Transitional Programs
American Institutes for Research, 2015
Transitional kindergarten--the first year of a two-year kindergarten program for California children born between September 2 and December 2--is intended to better prepare young five-year-olds for Kindergarten and ensure a strong start to their educational career. The goal of this study was to measure the success of the program by determining the…
Descriptors: Kindergarten, Young Children, School Readiness, Transitional Programs
Corwyn, Robert F.; Bradley, Robert H. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
Relations between paternal autonomy support and four aspects of adolescent social competence and responsibility at age 16 were examined using data from the NICHD Study of Early Child Care and Youth Development. With controls on maternal autonomy support, significant relations were observed between paternal autonomy support and three of the four…
Descriptors: Parent Child Relationship, Fathers, Sons, Personal Autonomy
Perry, David R.; Steck, Andy K. – Computers in the Schools, 2015
Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower…
Descriptors: Educational Technology, Technology Uses in Education, Handheld Devices, Self Efficacy
Frank, Jennifer L.; Bose, Bidyut; Schrobenhauser-Clonan, Alex – Journal of Applied School Psychology, 2014
This study aimed to assess the effectiveness of a universal yoga-based social-emotional wellness promotion program, Transformative Life Skills, on indicators of adolescent emotional distress, prosocial behavior, and attitudes toward violence in a high-risk sample. Participants included 49 students attending an alternative education school in an…
Descriptors: Program Effectiveness, Social Development, Emotional Development, Emotional Response
Fong, Robert S.; Vogel, Brenda L.; Vogel, Ronald E. – Journal of School Violence, 2008
This study examines various factors that contribute to assaultive behavior in school. We focused on the differences between youth whose behavior was not problematic and those who admitted to threatening, stealing from, or physically assaulting students, teachers, or staff. A questionnaire was developed and distributed to a random sample of…
Descriptors: Behavior Problems, Violence, Self Esteem, Migrant Workers