Examined multiple measures of 82 young children's emotionality, regulation, and social functioning over a 2-year period, finding that social functioning was predicted by low negative emotionality and high levels of regulation. Also found that vagal tone was positively related to competent social functioning and emotionality/regulation for boys,…

Examines the extent to which Scottish children, parents, and teachers exhibit within- and between-group consensus, both in their perceptions and relative judgments of different forms of child prosocial and antisocial behaviors, and their responses to such behaviors. Significant between-group differences are discussed in the context of teaching…

Direct instruction was effective in teaching second grade students to identify and report peers' day-to-day prosocial behaviors. Interdependent reinforcement and publicly posted progress feedback procedures were effective in increasing and maintaining these behaviors. Discussion focuses on developing and implementing proactive programs to prevent…

This study investigated multiple forms of home and school assessment as predictors of parent-rated behavior problems across a preschool year. Participants were a community sample of 79 preschool children, their parents, and their teachers. Parent ratings of behavior problems were obtained toward the beginning of the school year and approximately 6…

This study investigated the relations between social self-perceptions, time use, and later involvement in prosocial or problem behaviors during early, middle, and later adolescence. The authors used an idiographic approach to identify four different patterns of social self-perceptions (confident, anxious, unconcerned, desperate) and then examined…

The current study examined attachment style, strengths, and difficulties in institutionalized and non-institutionalized children with below-average intellectual abilities. Parents/caregivers and teachers of the children completed a brief measure of attachment style and the Strengths and Difficulties Questionnaire, which assesses the most important…

School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic…

Disobedient pupils, off-task behaviour, and bullying are common problems in schools in many countries; they interfere with teaching, create an unsafe learning environment, and challenge the staff. Effective programs involving entire schools to prevent and reduce such problems have already been designed and implemented. However, most interventions…

Discipline means teaching children socialization rules, so that they eventually learn self-control. Discipline must be used in the context of a warm, caring relationship, with the realization that it takes time for young children to absorb and understand what is being taught. In addition, appropriate discipline depends on an understanding of…

Tested the effectiveness of a skill-training method, Structured Learning Therapy (SLT), and identified variables that will promote transfer of training. Disruptive male adolescents (N=43) were assigned to three experimental and two control conditions. Found groups receiving the SLT performed significantly better than groups not receiving SLT.…

Discusses the development of aggression in young children, methods for dealing with it and ways of helping children acquire more prosocial behaviors. (Author/SB)

The Boys Town Model of Education is located within the historical context of Catholic parochial education. Classroom management includes all the things teachers must do to foster student involvement and cooperation in classroom activities, not just reactions to problem behaviors. This program is designed to help teachers motivate and encourage…

The importance of developing positive, reciprocal interaction has been well documented. If affective education for young handicapped children is to become a reality, additional research is necessary to identify those response patterns that set the occasion for positive reciprocal interaction. (Author)

Four preschool children who exhibited aggressive methods for resolving social interaction conflicts were taught a problem-solving strategy. Results found that acquisition of the problem-solving strategy influenced the types of alternative solutions the children provided to social interaction conflicts. Students produced more prosocial resolutions…

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 years and 5 years. Classroom observations were…