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Mary Louise Hemmeter; Erin Barton; Lise Fox; Christopher Vatland; Gary Henry; Lam Pham; Kymberly Horth; Abby Taylor; Denise Perez Binder; Meghan von der Embse; Myrna Veguilla – Grantee Submission, 2022
Many early childhood programs are not prepared to meet the needs of children who have significant social, emotional, and behavioral challenges. "Program-Wide Supports for Pyramid Model Implementation" (PWS-PMI) provides a systematic approach to supporting early childhood programs using Pyramid Model practices and enhancing children's…
Descriptors: Program Implementation, Models, Early Childhood Education, Social Development
Mary Louise Hemmeter; Michaelene M. Ostrosky; Lise K. Fox – Brookes Publishing Company, 2021
For more than a decade, the widely used "Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children" has been helping early educators use research-based practices to boost social-emotional development. Now there's a practical guide that makes it easier than ever to implement this highly effective framework in…
Descriptors: Preschool Teachers, Preschool Education, Social Emotional Learning, Emotional Development
Reinke, Wendy M.; Herman, Keith C.; Thompson, Aaron; Copeland, Christa; McCall, Chynna S.; Holmes, Shannon; Owens, Sarah A. – Grantee Submission, 2021
Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns…
Descriptors: Mental Disorders, Models, Mental Health, Prevention
McLeod, Bryce D.; Sutherland, Kevin S.; Martinez, Ruben G.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – Grantee Submission, 2017
Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core…
Descriptors: Educational Practices, Social Development, Emotional Development, Behavior Development
Reinke, Wendy M.; Herman, Keith C.; Thompson, Aaron; Copeland, Christa; McCall, Chynna S.; Holmes, Shannon; Owens, Sarah A. – School Psychology Review, 2020
Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns…
Descriptors: Mental Disorders, Models, Mental Health, Prevention
Hallett, Geneva; Strain, Phillip S.; Smith, Barbara J.; Barton, Erin E.; Steed, Elizabeth A.; Kranski, Tessa A. – Young Exceptional Children, 2019
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Hemmeter, Fox, & Snyder, 2013), or the Pyramid Model, is a conceptual framework focused on systemic and sustained implementation of evidence-based practices (EBP) related to promoting social emotional competence and preventing challenging behaviors in…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Models, Social Development
Plumb, Jacqui L.; Bush, Kelly A.; Kersevich, Sonia E. – School Social Work Journal, 2016
Adverse childhood experiences (ACEs) are a common and pervasive problem. There is a positive correlation between ACEs and difficulties across the lifespan. Unlike healthy forms of stress, ACEs have a detrimental impact on the developing brain. There are three types of trauma: acute, chronic, and complex. Most ACEs are considered complex trauma,…
Descriptors: Trauma, Correlation, Behavior Problems, Intervention
Kern, Lee; Evans, Steven W.; Lewis, Timothy J.; State, Talida M.; Weist, Mark D.; Wills, Howard P. – Journal of Emotional and Behavioral Disorders, 2015
Educating children and youth with significant social, emotional, and behavioral (SEB) problems continues to pose significant challenges for special and general educators. The long-term effects of challenges this group of students experience include school dropout, mental health problems, unemployment, and high incarceration rates. To date, the…
Descriptors: Behavior Problems, Emotional Disturbances, Intervention, Secondary School Students
Hemmeter, Mary Louise; Snyder, Patricia A.; Fox, Lise; Algina, James – Topics in Early Childhood Special Education, 2016
We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool…
Descriptors: Early Childhood Education, Program Implementation, Educational Practices, Intervention
Nurmi, Jari-Erik; Kiuru, Noona – International Journal of Behavioral Development, 2015
Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…
Descriptors: Teacher Student Relationship, Student Characteristics, Student Behavior, Teaching Methods
Poulou, Maria – International Journal of Educational Psychology, 2015
In this study, the role of teacher-student relationships and students' social and emotional skills as potential predictors of students' emotional and behavioural difficulties was investigated by tapping into 962 primary school students' perceptions via questionnaires. While significant correlations were found linking teachers' interpersonal…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Teacher Student Relationship
Ormel, Johan; Oldehinkel, Albertine J.; Sijtsema, Jelle; van Oort, Floor; Raven, Dennis; Veenstra, Rene; Vollebergh, Wilma A. M.; Verhulst, Frank C. – Journal of the American Academy of Child & Adolescent Psychiatry, 2012
Objectives: The objectives of this study were as follows: to present a concise overview of the sample, outcomes, determinants, non-response and attrition of the ongoing TRacking Adolescents' Individual Lives Survey (TRAILS), which started in 2001; to summarize a selection of recent findings on continuity, discontinuity, risk, and protective…
Descriptors: Psychopathology, Mental Health, Adolescents, Anxiety
Roosa, Mark W.; Zeiders, Katharine H.; Knight, George P.; Gonzales, Nancy A.; Tein, Jenn-Yun; Saenz, Delia; O'Donnell, Megan; Berkel, Cady – Developmental Psychology, 2011
Mexican American adolescents have higher rates of externalizing problems than their peers from other ethnic and racial groups. To begin the process of understanding factors related to externalizing problems in this population, this study used the social development model (SDM) and prospective data across the transition to junior high school from…
Descriptors: Research Needs, Mexican Americans, Adolescents, Hispanic Americans
Sullivan, Christopher J.; Hirschfield, Paul – Journal of Research in Crime and Delinquency, 2011
The Social Development Model (SDM) is a life course theory that integrates several extant criminological theories to specify the interactive social processes that lead to prosocial and antisocial behavior. Relatively little research has attempted to cross-validate this and other developmental theories of delinquency. The current study assesses the…
Descriptors: Antisocial Behavior, Structural Equation Models, Student Surveys, Social Development
Carter, Deborah Russell; Van Norman, Renee K. – Early Childhood Education Journal, 2010
As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered interventions focused on promoting social-emotional development and preventing challenging behavior.…
Descriptors: Behavior Problems, Young Children, Emotional Development, Child Behavior