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Dong, Xin; Sanchez, Lisa; Burke, Mack D.; Bowman-Perrott, Lisa – Psychology in the Schools, 2023
Research suggests that 10%-20% of preschoolers have emotional and behavioral problems that would place them at-risk for development of emotional and behavioral disorders (EBD). Preschool children who exhibit early onset of antisocial and externalizing problem behaviors require early social-behavioral interventions focused on social skills. A…
Descriptors: Preschool Children, Antisocial Behavior, Behavior Problems, Intervention
Crewdson, Margaret; Skinner, Christopher H.; Wilson, Chelsea; Fowler, Kristen; Richardson, Robert; Wilhoit, Brian – Psychology in the Schools, 2023
We extended research on social skills training to determine if the activities first-grade students were engaged in while Tootling would influence their performance of two recently trained social skills: complimenting and encouraging peers. After receiving social skills training, students engaged in two experimental small-group activities, a…
Descriptors: Interpersonal Competence, Social Development, Grade 1, Elementary School Students
Zakieh Khoramaki; Laleh Safaei; Leila Garhamani; Mahin Nazari – Psychology in the Schools, 2025
Teaching social skills, such as cooperation, self-expression, and empathy, is necessary for acquiring social skills and participating in social activities. In this semi-experimental research, the effect of social skills educational intervention on the self-efficacy of fourth to sixth grade female students in X schools was investigated from the…
Descriptors: Females, Interpersonal Competence, Skill Development, Student Attitudes
You, Yushi; Zhang, Siyi; Zhang, Wanying; Mao, Yaqing – Psychology in the Schools, 2023
Social and emotional learning (SEL) has gradually implemented in Chinese schools and is considered as an effective way to improve students' performance. This research aimed to study the influence of SEL on students' bullying behavior, and the role that social and emotional competence (SEC) and peer relationship play in SEL and students' bullying.…
Descriptors: Social Emotional Learning, Bullying, Foreign Countries, Student Behavior
Ho, Leslie C.; Bierman, Karen L.; Jacobson, Linda N.; Welsh, Janet A.; Hall, Cristin M.; Lee, David L. – Psychology in the Schools, 2023
Small group social skills training (SST) is recommended to improve the social behavior and peer relations of rejected children, but child responses vary. This study explored variation in intervention experiences that emerged in a large study of a school-based SST program for peer-rejected children and associations with program outcomes. One…
Descriptors: Elementary School Students, Rejection (Psychology), Peer Relationship, Peer Acceptance
Krier, Jessie; Lambros, Katina M. – Psychology in the Schools, 2021
This study evaluated the effectiveness of a peer-mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer-mediated interventions are an evidence-based practice, but there is limited research on using peers outside of the target student's classroom…
Descriptors: Autism, Pervasive Developmental Disorders, Attention, Interpersonal Competence
Carroll, Annemaree; McCarthy, Molly; Houghton, Stephen; Sanders O'Connor, Emma – Psychology in the Schools, 2020
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8-12 years. KooLKIDS uses an interactive multimedia format and…
Descriptors: Program Effectiveness, Foreign Countries, Elementary School Students, Children
Murphy, Ashley N.; Radley, Keith C.; Helbig, Kate A. – Psychology in the Schools, 2018
The current study evaluated use of the Superheroes Social Skills program as a means of increasing social skill accuracy in adolescents with autism spectrum disorder. Participants included four Caucasian male students that were eligible for special education services within the autism category. Social skills training was presented twice weekly for…
Descriptors: Middle School Students, Interpersonal Competence, Autism, Pervasive Developmental Disorders
van de Sande, Marion C. E.; Fekkes, Minne; Kocken, Paul L.; Diekstra, René F. W.; Reis, Ria; Gravesteijn, Carolien – Psychology in the Schools, 2019
While universal school-based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of…
Descriptors: Secondary School Students, Emotional Development, Social Development, Mental Health Programs
Oades-Sese, Geraldine V.; Cahill, Abigail; Allen, Jedediah Wilfred Papas; Rubic, Wai-Ling; Mahmood, Noor – Psychology in the Schools, 2021
This cluster-randomized pre-post comparison study examined the effects of using Sesame Workshop's Little Children, Big Challenges: General Resilience (LCBC) digital media toolkit in preschool classrooms over a 12-week period. Participants included 157 preschool teachers and 766 preschool children from 159 preschool classrooms in 38 Head Start…
Descriptors: Educational Technology, Technology Uses in Education, Preschool Education, Preschool Teachers
Radley, Keith C.; Jenson, William R.; Clark, Elaine; O'Neill, Robert E. – Psychology in the Schools, 2014
Due to impairments in social interactions and communication, children with autism spectrum disorders (ASD) have a need for effective social skills training programs. However, many programs fail due to a lack of acquisition, maintenance, and generalization of target skills. The primary purpose of this study was to evaluate the feasibility and…
Descriptors: Pervasive Developmental Disorders, Autism, Social Development, Skill Development
Beaumont, Renae; Rotolone, Cassie; Sofronoff, Kate – Psychology in the Schools, 2015
School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high-functioning autism spectrum disorders (HFASD) in a…
Descriptors: Interpersonal Competence, Skill Development, Program Effectiveness, Pervasive Developmental Disorders
Brown, Jacqueline A.; Jimerson, Shane R.; Dowdy, Erin; Gonzalez, Victoria; Stewart, Kaitlyn – Psychology in the Schools, 2012
Because school violence is widespread, social and emotional competence must be targeted. "Second Step" is a social and emotional violence-prevention curriculum that teaches prosocial skills and reduces aggressive behavior. The purpose of this study was to examine the effects of "Second Step" implementation on students (N = 403) in preschool…
Descriptors: Violence, Emotional Intelligence, Aggression, Interpersonal Competence
Feindler, Eva L.; Engel, Emily C. – Psychology in the Schools, 2011
The development, implementation, and evaluation of anger management programs have proliferated over the past decade. The programs aim to moderate the intensity, frequency, and severity of anger expression, and facilitate alternative nonaggressive responses to conflict and frustration. Cognitive-behavioral theory highlights cognitive processes such…
Descriptors: Intervention, Aggression, Program Effectiveness, Conflict Resolution
McIntosh, Kent; Filter, Kevin J.; Bennett, Joanna L.; Ryan, Charlotte; Sugai, George – Psychology in the Schools, 2010
In this article, we provide an overview of School-wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems-level variables. We define the critical features of SWPBS within a prevention science…
Descriptors: School Culture, Behavior Problems, Prevention, Teacher Student Relationship
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