Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 3 |
Descriptor
Intervention | 3 |
Verbal Communication | 3 |
Victims | 2 |
Adolescents | 1 |
Affective Behavior | 1 |
Aggression | 1 |
Attention | 1 |
Audiences | 1 |
Authentic Learning | 1 |
Autism | 1 |
Behavior | 1 |
More ▼ |
Source
Grantee Submission | 3 |
Author
Amanda B. Nickerson | 1 |
Dylan S. Harrison | 1 |
Engelstad, Anne-Michelle | 1 |
Gina M. Bellavia | 1 |
Holingue, Calliope | 1 |
Julianna Casella | 1 |
Katrina J. Debnam | 1 |
Landa, Rebecca J. | 1 |
Lyndsay N. Jenkins | 1 |
Victoria Mauer | 1 |
Publication Type
Reports - Research | 3 |
Education Level
Early Childhood Education | 1 |
High Schools | 1 |
Preschool Education | 1 |
Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
Autism Diagnostic Observation… | 1 |
Mullen Scales of Early… | 1 |
What Works Clearinghouse Rating
Dylan S. Harrison; Lyndsay N. Jenkins; Amanda B. Nickerson; Julianna Casella; Gina M. Bellavia – Grantee Submission, 2024
Objective: Some children and adolescents who have experienced bullying victimization may also be perpetrators, while others may defend their peers, although moderators of these relationships have rarely been examined. The current study examined the potential moderating effects of affective and cognitive empathy in the relationship between bullying…
Descriptors: Bullying, Victims, High School Students, Suburban Schools
Katrina J. Debnam; Victoria Mauer – Grantee Submission, 2021
Teen dating violence victimization is associated with a host of adverse mental and physical health problems. A number of bystander-focused interventions have been developed to mitigate the occurrence of abuse but with varying effectiveness. There remains a need to understand more about bystander behaviors used by adolescents to ensure that…
Descriptors: Adolescents, Dating (Social), Violence, Aggression
Engelstad, Anne-Michelle; Holingue, Calliope; Landa, Rebecca J. – Grantee Submission, 2020
Purpose: Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this…
Descriptors: Preschool Children, Autism, Pervasive Developmental Disorders, Interpersonal Communication