A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders…

Parents and teachers provide complimentary information in the assessment of preschoolers so it is important to understand parent-teacher agreement, especially for children with autism. Parents and teachers rated an ethnically diverse sample of preschoolers with autism (N = 257; 67% Latino) on the Devereux Early Childhood Assessment (LeBuffe and…

This study evaluated whether parenting and childcare experience across infancy and toddlerhood were associated with children's reading, math, and social-behavioural skills prior to kindergarten entry. Analyses also examined whether race or ethnicity moderated associations. A representative sample of Hispanic, Black, and White children from the…

This is the technical appendix for the report: "Social-Emotional Learning and Academic Growth: Insights from an Innovative Research-Practice Partnership." Contents of the appendix include: (1) Sample; (2) The Student Success Network (SSN) Survey; and (3) Analytic Framework and Estimates. [For the full report, see ED615830.]

Young people need a combination of academic skills and other key mindsets and behaviors to succeed in school and become healthy, employed, civically engaged adults. In recent years, there has been growing interest in the relationship between academics and social-emotional learning (SEL)--a broad set of competencies that includes, for example,…

Over the last decade, there has been increased interest in measuring life satisfaction among children and adolescents as an indicator of broad well-being and happiness. Although limited, existing research with students with social, emotional, and behavioral (SEB) problems indicates they experience lower life satisfaction compared with their…

This study examines concurrent and short-term longitudinal (i.e., academic year) relations between peer network racial/ethnic diversity and indicators of social and academic competence in a sample of African American, Latino, Native American, and White sixth-grade students attending rural schools (N = 481; 50% female). Results from two-level…

The present study examined the early parenting and temperament determinants of children's antisocial and positive behaviors in a low-income, diverse ethno-racial sample. Participants were from the Early Head Start Research and Evaluation Project, which included 960 European American (initial M age = 15.00 months; 51.2% female) and 880 African…

Background: Children with intellectual disability (ID) are at risk for maladaptive development of social relatedness. Controversy exists whether Pervasive Developmental Disorder (PDD) takes precedence over disordered attachment for describing maladaptive social behaviour. The aim of this study was to assess the prevalence of disordered attachment…

Using a large, longitudinal data set that represents 701 state-funded pre-k classrooms and over 2,900 children enrolled in 11 states, the current study examined two hypotheses: (1) children would be perceived to be better adjusted at the beginning of pre-k when rated by a same-race teacher than by a different-race teacher, and (2) children would…

Demographic and clinical factors may influence assessment of autism symptoms. This study evaluated these correlates and also examined whether social communication and interaction and restricted/repetitive behavior provided unique prediction of autism spectrum disorder diagnosis. We analyzed data from 7352 siblings included in the Interactive…

Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to…

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

This study tests the predictive associations between externalizing behaviors and internalizing symptoms and examines the mediating roles of social competence, parent-child conflicts, and academic achievement. Using youth-, parent-, and teacher-reported longitudinal data on a sample of 523 boys and 460 girls from late childhood to early…

The purpose of this article is to report on findings from a follow-up study that examined the relationship among social work education programs, postgraduate professional development, and school social workers' perceived levels of cultural competence in practice with urban minority youth. The initial study demonstrated that African Americans…