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Using a Person-Centered Analysis to Examine Second-Grade Outcomes of a Universal SEL Program
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Cheng, Weiyi; Lei, Pui-Wa; DiPerna, James Clyde – School Psychology, 2023
Effective universal social skills programs are intended to facilitate the development of students' social competencies and enhance classroom learning. As such, the present study sought to provide additional insights and a more nuanced understanding of the impacts of one such universal program, the Social Skills Improvement System Classwide…
Descriptors: Grade 2, Elementary School Students, Social Emotional Learning, Outcomes of Education
Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior
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Kevin S. Sutherland; Kristen Granger; Maureen A. Conroy; Bryce D. McLeod; Michael Broda; Natalie Vallarta; Albert Rosas – Grantee Submission, 2023
Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…
Descriptors: Student Reaction, Responses, Role, Behavior Problems
A Randomized Controlled Trial of the Effectiveness and Mechanisms of Change in a School-Based Intervention Combining Universal and Indicated Prevention for Preschoolers' Behavior Problems
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Catrinel A. ?tefan; Delia Cristescu; Ingrid Danila – Early Education and Development, 2024
The Social-Emotional Prevention Program (SEP) is a multi-focused intervention combining universal and indicated intervention strategies delivered face-to-face and through the use of technology. The study's objectives were to assess comparatively SEP effectiveness as a function of preschoolers' baseline risk of externalizing problems and to…
Descriptors: Program Effectiveness, Intervention, Prevention, Preschool Children
Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior
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Kevin S. Sutherland; Kristen Granger; Maureen A. Conroy; Bryce D. McLeod; Michael Broda; Natalie Vallarta; Albert Rosas – Prevention Science, 2023
Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…
Descriptors: Student Reaction, Responses, Role, Behavior Problems
Promoting Inclusion in Preschool with Program-Wide Positive Behaviour Supports
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Robbins, Sandra Hess; Bucholz, Jessica Lynne; Varga, Mary Alice; Green, Katherine B. – International Journal of Inclusive Education, 2022
This article describes a collaborative faculty research project developed to support a university preschool in their transition to becoming an inclusive programme. The project, conducted in the southeastern region of the United States, facilitated the development and implementation of the first two tiers of a system of Program-Wide Positive…
Descriptors: Positive Behavior Supports, Preschools, Inclusion, Preschool Teachers
Social-Behavioral Stories in the Kindergarten Classroom: An App-Based Counseling Intervention for Increasing Social Skills
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Bardhoshi, Gerta; Swanston, Jeremy; Kivlighan, D. Martin – Professional School Counseling, 2019
This preliminary research examined the effectiveness of an app-based classroom counseling intervention on student social skill development. Two kindergarten classrooms in a high-poverty school were randomly assigned to receive social skills training as usual (TAU) or TAU plus intervention. Teachers completed the Social Skills Improvement System…
Descriptors: School Counseling, Intervention, Interpersonal Competence, Skill Development