"Strong Start K-2" is a social-emotional learning curriculum, designed for use with children in kindergarten through grade 2. The objectives of this study were twofold. First, authors aimed to evaluate the feasibility and quality of "Strong Start" implementation. Additionally authors examined the effect of "Strong Start" on first grade students'…

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability…

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…

This article describes the findings from an efficacy trial of a school-based, universal prevention program designed to reduce aggressive behavior of by strengthening emotion regulation and social information-processing (SIP) skills. Three cohorts of third graders (N = 479) participated in this study. The first cohort participated in the Making…

Research Findings: In this examination of associations between sibling interaction patterns and later social outcomes in single- and 2-parent families, 113 kindergarteners took part in naturalistic observations at home with siblings, classmates participated in sociometric interviews, and teachers completed behavior ratings. Sibling interactions…

This article focuses on the application of functional behavioral assessment (FBA) to design a positive behavior intervention (PBI) for a boy with Duchenne muscular dystrophy (DMD) who encounters serious difficulties at the mainstream school because of behavioral problems and physical limitations. After the definition of problem behavior and its…

Autism spectrum disorders (ASD) represent a continuum of cognitive and social problems that vary considerably in both impact and presentation for each child affected. Although successful interventions have been developed that target specific skill deficits often exhibited by children with autism, many of those interventions are exclusively…

As the number of children engaging in problem behaviors grows, teachers increasingly report feeling unprepared to effectively meet students' mental health needs. Social-emotional learning (SEL) should be a prominent goal of school programs because social competence prevents school failure. This commentary reviews the challenges associated with…

Ten percent of kindergartners show behavior problems or disrupt their class. This number triples for at-risk children. And children with self-control problems rarely succeed academically. With all a teacher has to accomplish during the kindergarten year, having students who lack the skills to "do school" is a real challenge. Other students are…

This study aimed to investigate the effects of kindergarten enrollment age on four-year-old Chinese children's early cognition and problem behavior using multilevel models. The sample comprised of 1,391 pre-school children (the mean age is 4.58 years old) from 74 kindergartens in six different provinces. The results demonstrated curvilinear…

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…

Reflective function (RF) is the capacity to reflect on one's own mental experiences and those of others. This study examined the relationship between parental RF and adolescent adjustment. One hundred and five adolescents, aged 14-18, and their mothers and fathers were interviewed and completed questionnaires during home visits. We measured…

The present longitudinal study used a social-ecological framework to explore the extent to which peer victimization and aggression were associated with changes in concentration problems and emotion regulation among elementary students in general versus special education, while accounting for student demographics and school contextual factors. Data…

Two complementary studies of poor and better attenders are presented. To measure emotional and behavioural difficulties (EBD) different teacher-completed rating scales were employed, and to determine social difficulties, the studies used sociometry and some items from the scales. One study had a longitudinal design. It revealed that, after…

Background: Autism spectrum disorder (ASD) is characterized by notable phenotypic heterogeneity, which is often viewed as an obstacle to the study of its etiology, diagnosis, treatment, and prognosis. On the basis of empirical evidence, instead of three binary categories, the upcoming edition of the DSM 5 will use two dimensions--social…