Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children's social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive…

Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary…

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.…

This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students' socio-emotional, academic, and behavioral outcomes. Participants in the study (N = 526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all…

This study was designed to assess the effectiveness of a multifocused (child-, teacher- and parent-focused) prevention program for Romanian preschoolers, targeting social--emotional competence development, as well as reduction of behavior problems. Fourteen classrooms were randomly assigned to the intervention and control conditions. Subsequent…

Forty-six mothers at psychosocial risk who had undergone interaction treatment when their children were babies were studied with respect to experienced negative life events, social network, and behavior problems in children. One reference group comprising 45 nontreated mothers at psychosocial risk and one comprising 56 mothers without psychosocial…

The Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards (hereafter referred to as the Guidelines) is a resource to provide information about young children's learning and development. The Guidelines are intended to assist adults in planning and providing meaningful learning experiences and environments for…

The present study examined the relationships between caregivers' self-reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results…

Substantial evidence from cross-sectional and short time-span longitudinal studies exists about negative associations between early pubertal maturation on a number of psychological outcomes. The objective of the present study was to assess the association between early maturation and developmental trajectories of social skills and internalizing…

This study sought to determine the effects of using music and non-music interventions on the social responsive and avoidant behaviours of a preschool child with autism. A single-subject alternating treatment design was used in which two interventions were presented in a similar fashion except for the addition of music during the music condition.…

(Purpose) The purpose of this research model is to determine if a gifted preschool child will be less likely to experience severe emotional disturbance (SED) if he, or she, has been exposed to a curriculum that is appropriate for his, or her, mental age and an environment with true peers that is appropriate for his, or her, chronological age. …

This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…

Not all children begin kindergarten ready to learn. Young children who exhibit dysregulated or disruptive behavior in the classroom have fewer opportunities to learn and consequently achieve lower levels of academic skills (Arnold et al., 2006; Raver, Garner, & Smith-Donald, 2007). A growing body of literature has examined how children's…

Research has demonstrated a strong positive correlation between behavior problems and low academic achievement. Student success and/or failures are in large part determined by how well teachers provide effective instruction to their students. This article overviews key behavior-management approaches related to academic and behavioral success that…

This article presents results from two studies that included ethnically and socioeconomically diverse samples totaling 4,462 children in kindergarten through third grade. Each study examined the psychometric properties of a web-based, self-administered battery of assessments of socialemotional comprehension called "SELweb." Assessment…