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Showing 1 to 15 of 51 results Save | Export
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Steed, Elizabeth A.; Barton, Erin E.; Strain, Phillip S. – Journal of Positive Behavior Interventions, 2021
This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such…
Descriptors: Teaching Methods, Social Development, Outcomes of Education, Young Children
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Güroglu, Berna – European Journal of Developmental Psychology, 2021
Adolescence is a period of growing focus on social interactions and relationships. The peer context is one of the most significant developmental contexts in this transitional period and positive peer experiences contribute positively to adolescent well-being. Although negative peer influence on antisocial behaviour has received much attention, we…
Descriptors: Adolescents, Prosocial Behavior, Decision Making, Peer Influence
Mahoney, Joseph L.; Weissberg, Roger P. – Educational Leadership, 2018
The authors summarize findings of two major meta-analyses that examined the influence of universal, school-based SEL (social-emotional learning) programs on student outcomes in six domains related to social-emotional skills and behavior and academic achievement. Major findings indicated that participating in SEL programs had positive effects on…
Descriptors: Social Development, Socialization, Emotional Development, Program Effectiveness
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Maas, Christene – International Journal of Disability, Development and Education, 2021
As children with autism spectrum disorder become adults, social participation continues to be an area of need. Within creative arts, there is a growing body of literature about the use of theatre arts, improvisational theatre, and improvisational techniques as a way to address social participation for individuals with autism spectrum disorder. The…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Intervention
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Barnes, Tia Navelene; Wang, Feihong; O'Brien, Kristen Merrill – Infant and Child Development, 2018
Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School-based SPS…
Descriptors: Early Intervention, Child Behavior, Social Development, Behavior Problems
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Etzkowitz, Henry – Industry and Higher Education, 2016
Forged in different academic and national traditions, the university is arriving at a common entrepreneurial format that incorporates and transcends its traditional missions. The academic entrepreneurial transition arises from the confluence of the internal development of higher education institutions and external influences on academic structures…
Descriptors: Entrepreneurship, Universities, Knowledge Economy, Institutional Mission
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Singh, Ajay; Squires, Jane – Journal of the American Academy of Special Education Professionals, 2014
Due to the prevalence of ADHD, there is a need for early intervention at the preschool level to improve children's chance of academic success in later years. Yet few preschool teachers are trained to meet the challenges children with ADHD present. This paper gives a rationale and curriculum for teacher training in ADHD, with an emphasis on Social…
Descriptors: Attention Deficit Hyperactivity Disorder, Early Intervention, Preschool Education, Teacher Education
Connors-Tadros, L. – Center on Enhancing Early Learning Outcomes, 2013
In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children…
Descriptors: Social Development, Emotional Development, Executive Function, Child Development
Powell, Diane; Dunlap, Glen – Technical Assistance Center on Social Emotional Intervention for Young Children, 2010
The purpose of this synthesis is to present summary information on family-centered practices, and on interventions aimed at promoting positive parenting practices, teaching parenting skills, and influencing parent child interactions that have demonstrated associations with positive social emotional development for children aged 0-3 years. The…
Descriptors: Family Programs, Early Intervention, Social Development, Emotional Development
Ringwalt, Sharon, Comp. – National Early Childhood Technical Assistance Center (NECTAC), 2008
In recent years, there has been a growing emphasis on the mental health and social and behavioral developmental needs of very young children. In response, state administrators and local providers of early intervention and preschool programs have worked to strengthen their screening and assessment of children's social and emotional development. The…
Descriptors: Young Children, Emotional Development, Social Development, Child Development
Dunlap, Glen; Powell, Diane – Technical Assistance Center on Social Emotional Intervention for Young Children, 2009
This brief synthesis provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts (e.g., pre-K classrooms; child care settings). The focus of the synthesis is on toddlers and preschool children who are identified as having disabilities or…
Descriptors: Intervention, Social Development, Social Behavior, Young Children
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Doobay, Alissa F. – Psychology in the Schools, 2008
School refusal behavior can lead to disruptions in both educational attainment and social development. One of the common causes of school refusal behavior is separation anxiety disorder (SAD). Research suggests that children with SAD and school refusal behavior show an increased rate of psychiatric consultation and a decreased likelihood of…
Descriptors: Educational Attainment, School Phobia, Social Development, Separation Anxiety
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Niccols, Alison – Brain and Cognition, 2007
Fetal alcohol syndrome (FAS) is currently recognized as the most common known cause of mental retardation, affecting from 1 to 7 per 1000 live-born infants. Individuals with FAS suffer from changes in brain structure, cognitive impairments, and behavior problems. Researchers investigating neuropsychological functioning have identified deficits in…
Descriptors: Behavior Problems, Mental Retardation, Hyperactivity, Brain
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Leitao da Silva Martins, Susana Paula – Industry and Higher Education, 2007
Indicators for measuring and comparing entrepreneurship in different regions are important tools for understanding economic and social development and formulating strategies to bring improvements to less developed areas. The existing indicators are not adequate for this purpose because they do not link the economic and social factors that…
Descriptors: Social Development, Entrepreneurship, Social Indicators, Economic Factors
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Salzberg, Charles L.; And Others – Research in Developmental Disabilities, 1988
A review of 13 studies examining job loss in mentally retarded workers found reasons for loss broadly distributed across both social and nonsocial domains. Factors included job responsibility (poor attendance and punctuality), task production (inadequate quality and work rate), social skill deficits, and personal-social inadequacies. Training…
Descriptors: Dismissal (Personnel), Employment Potential, Interpersonal Competence, Job Skills
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