Background: For approximately one in five children who have social, emotional, and behavioral (SEB) challenges, accessible evidence-based prevention practices (EBPPs) are critical. In the USA, schools are the primary setting for children's SEB service delivery. Still, EBPPs are rarely adopted and implemented by front-line educators (e.g.,…

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…

The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

In the 1960s, educational psychologist Marjorie Boxall developed Nurture Groups (NGs) in response to the growing number of children who were deprived of healthy nurturance in early life and who, as a result, were failing to cope with the demands of school. To date, research on this intervention model has consistently shown that students who attend…

This study examined the lived experience of teachers and mental health paraprofessionals implementing the Jesse Lewis Choose Love curriculum in an alternative school setting. Social emotional learning curriculum implementation within the unique structure of alternative schools is important to investigate in order to better understand the unique…

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…

The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…

Clinicians and training programs strive to implement evidence-based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence-based social-emotional learning small group curriculum, the Incredible Years…

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…

There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and…

There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and…

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert…

Students who demonstrate conduct problems pose ongoing challenges for teachers. Therefore, prevention programs that all families and teachers of young children can use to promote social and emotional learning, emotion regulation, and problem solving are of great interest to researchers and practitioners alike. This article describes the Incredible…