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Showing 1 to 15 of 49 results Save | Export
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David Preisig; Regula Neuenschwander – Child & Youth Care Forum, 2025
Background: Despite the growing interest in school-based mindfulness training (SBMT) and its evaluation, evidence on the effectiveness of SBMT is still limited and somewhat inconsistent. Further, knowledge on the role of implementation quality, which is essential for a more widespread use of SBMT, is scarce. Objective: This study examined effects…
Descriptors: Metacognition, Training, Program Effectiveness, Elementary School Students
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Braelyn Verba; Phu Vu – Canadian Journal of Action Research, 2024
This study explores the effects of direct kindness instruction on second-grade students' social and emotional well-being. Amidst the growing integration of Social and Emotional Learning (SEL) into educational curricula, this research specifically focuses on the aspect of kindness, a vital yet often under-explored component of SEL. Conducted in a…
Descriptors: Altruism, Grade 2, Elementary School Students, Emotional Development
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Alwahbi, Abdullah A. – Education and Training in Autism and Developmental Disabilities, 2023
Joint action routine (JAR) was implemented to help a 10-year-old student with autism spectrum disorder (ASD) improve his social skills. The implementation of JAR involved incorporating several elements into group activities. These elements included establishing a meaningful theme for the activities, assigning simple and reciprocal roles to the…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Social Behavior, Intervention
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James C. DiPerna; Susan Crandall Hart; Pui-Wa Lei; Tianying Sun; Hui Zhao; Kyle Husmann; Xinyue Li – Journal of Research on Educational Effectiveness, 2024
The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…
Descriptors: Classroom Environment, Social Emotional Learning, Elementary School Students, Grade 1
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Megan E. Carpenter; Ya-yu Lo; Virginia L. Walker; Andy B. Masud; Melissa C. Tapp – Psychology in the Schools, 2023
Students with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework to support the social and behavioral needs of all students. As an evidence-based practice commonly used as…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Needs, Social Behavior
James C. DiPerna; Susan Crandall Hart; Pui-Wa Lei; Tianying Sun; Hui Zhao; Kyle Husmann; Xinyue Li – Grantee Submission, 2023
The purpose of this study was to explore the effectiveness of a universal classroom-based socialemotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…
Descriptors: Social Emotional Learning, Elementary School Students, Grade 1, Program Effectiveness
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Stormie Lee; Jenn Gallup; Celal Perihan; Howard Fan – Educational Research: Theory and Practice, 2024
Individuals diagnosed with autism spectrum disorder (ASD) remain underrepresented in many core classes such as mathematics and science due to common characteristics that affect social interactions, behaviors, learning abilities, and communication. According to the DSM-5-TR (2013), a deficit in social communication, social reciprocity, and…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Peer Relationship, Intervention
Megan Elizabeth Carpenter – ProQuest LLC, 2021
Students with extensive support needs (ESN) are a heterogenous group of students with the most pervasive and ongoing support needs who typically receive special education services under the categories of autism spectrum disorder (ASD), intellectual disability, or multiple disabilities and often qualify to take their state's alternate assessment…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Needs, Social Behavior
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Aldabas, Rashed – Early Child Development and Care, 2020
The study aims to systematically review evidence on the effectiveness of peer-mediated interventions (PMIs) on children with ASD. A systematic review of English peer reviewed article journals was conducted. Only studies that had children with autism as participants and examined the effectiveness of PMIs in a school or home environment were…
Descriptors: Intervention, Program Effectiveness, Children, Autism
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Coelho, Vítor Alexandre; Brás, Patrícia; Matsopoulos, Anastassios – School Psychology, 2021
This study analyzed the effectiveness of an elementary school Social and Emotional Learning (SEL) program during middle school transition in Portugal, and the influence of gender, classroom size and student's perception of two school climate dimensions (student-student relationships and teacher-student relationships) upon its effectiveness.…
Descriptors: Foreign Countries, Transitional Programs, Elementary School Students, Middle School Students
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Kitsantas, Anastasia; Bland, Lori; Chirinos, David S. – Journal for the Education of the Gifted, 2017
The aim of the present study was to examine elementary and middle school students' (N = 49) perceptions of their gifted and talented program using eight focus group interviews. Qualitative analyses revealed several themes regarding students' academic and social-emotional functioning and how teachers influenced students' experiences within their…
Descriptors: Academically Gifted, Elementary School Students, Middle School Students, Focus Groups
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Baton, Emily; Crosland, Kimberly; Haynes, Rocky – Research on Social Work Practice, 2019
Purpose: Homeless children are more likely to have social skills deficits relative to same aged peers and may benefit from a social skills intervention. Therefore, the purpose of this study was to assess the Let's Be Social application with the addition of behavioral skills training (BST) to teach social skills to children who were homeless.…
Descriptors: Homeless People, Interpersonal Competence, Teaching Methods, Intervention
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Gordon, Chloe S.; Howard, Steven J.; Kervin, Lisa K.; Jones, Sandra C. – Health Education & Behavior, 2018
Objective: Alcohol media literacy (AML) programs have achieved positive results for alcohol prevention; however, gender may moderate program effectiveness. This study investigated gender differences for an Australian AML intervention. Method: Fifth and sixth graders (N = 165), allocated to an intervention or wait-list control group, participated…
Descriptors: Gender Differences, Media Literacy, Program Effectiveness, Intervention
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Mayfield, Carlene A.; Child, Stephanie; Weaver, Robert G.; Zarrett, Nicole; Beets, Michael W.; Moore, Justin B. – Journal of School Health, 2017
Background: We examined the effectiveness of Peaceful Playgrounds™ (P2) to decrease antisocial behaviors (ASB) while increasing physical activity (PA) and prosocial behaviors (PSB) in elementary school children. Methods: A longitudinal, cluster-randomized design was employed in 4 elementary school playgrounds where students (third to fifth) from 2…
Descriptors: Playgrounds, Student Behavior, Physical Activity Level, Peace
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Boyd, R. Justin; Anderson, Cynthia M. – Journal of Behavioral Education, 2013
Multi-tiered systems of social behavioral support in schools provide varying levels of intervention matched to student need. Tier I (primary or universal) systems are for all students and are designed to promote pro-social behavior. Tier III (tertiary or intensive) supports are for students who engage in serious challenging behavior that has not…
Descriptors: Behavior Modification, Social Behavior, Intervention, At Risk Students
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