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Direct linkEmma S. Sipila-Thomas; Matthew T. Brodhead; Joshua B. Plavnick; Allison N. White – Journal of Developmental and Physical Disabilities, 2021
In this study, we evaluated three lessons from a manualized social play skills intervention, Play20. Play20 is a focused intervention that is designed to improve early social skill development in children with autism spectrum disorder through naturalistic play. First, we evaluated the procedural fidelity of instructor implementation of Play20, and…
Descriptors: Interpersonal Competence, Skill Development, Autism Spectrum Disorders, Young Children
Download full textMcClelland, Megan M.; Tominey, Shauna L.; Schmitt, Sara A.; Duncan, Robert – Future of Children, 2017
Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they do not get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and…
Descriptors: Intervention, Early Childhood Education, Best Practices, Social Development
McClelland, Megan M.; Tominey, Shauna L.; Schmitt, Sara A.; Duncan, Robert – Grantee Submission, 2017
Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they don't get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and…
Descriptors: Intervention, Early Childhood Education, Best Practices, Social Development
Scheeler, Mary Catherine; Budin, Shannon; Markelz, Andy – Learning Disabilities: A Contemporary Journal, 2016
It is paramount that teacher preparation programs continually strive toward the mission of preparing effective special educators. Through coursework and fieldwork, graduates must be well-informed professionals capable of improving student outcomes by understanding, selecting, and engaging in evidence-based practice (EBP). Evidence suggesting…
Descriptors: Teacher Education Programs, Evidence Based Practice, Special Education Teachers, Teacher Competencies
Sabalauskas, Kara L.; Ortolani, Charles L.; McCall, Matthew J. – Child Care in Practice, 2014
Child welfare providers are increasingly required to demonstrate that strengths-based, evidence-informed practices are central to their intervention methodology. This case study describes how a large child welfare agency instituted cognitive behavioural therapy (CBT) as the core component of a strength-based practice model with the goal of…
Descriptors: Pathology, Child Welfare, Intervention, Case Studies
Mattera, Shira Kolnik; Lloyd, Chrishana M.; Fishman, Mike; Bangser, Michael – MDRC, 2013
Low-income preschool children face many risks to their social-emotional development that can affect their school experience and social outcomes for years to come. Although there are some promising approaches to improving young children's social-emotional competence, the evidence base is limited, particularly on the effectiveness of these…
Descriptors: Early Intervention, Low Income Groups, At Risk Students, Social Development
