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Peer reviewed
Direct linkÇigdem Kaymaz; Pinar Bayhan – Intervention in School and Clinic, 2025
Students with specific learning disabilities (SLDs) sometimes experience anger, which can negatively affect their academic performance and social relationships if not managed properly. Prevention and intervention programs are beneficial in addressing this issue. Bibliotherapy is an effective method for anger management and is categorized into…
Descriptors: Students with Disabilities, Learning Disabilities, Psychological Patterns, Bibliotherapy
Sihong Liu; Tiffany Phu; Amy Dominguez; Eliana Hurwich-Reiss; Drew McGee; Sarah Watamura; Philip Fisher – Prevention Science, 2025
Many existing preventive intervention programs focus on promoting responsive parenting practices. However, these parenting programs are often long in duration and expensive, and meta-analytic evidence indicates that families facing high levels of adversity typically benefit less. Moreover, due to a lack of specification and evaluation of…
Descriptors: Child Caregivers, Caregiver Child Relationship, Self Efficacy, Child Behavior
Tianying Sun; Pui-Wa Lei; James Clyde DiPerna; Susan Crandall Hart; Hui Zhao; Kyle Husmann – Grantee Submission, 2025
The purpose of this study was to investigate the association between students' social-emotional behavior and their later academic outcomes from a person-centered perspective. To better inform social-emotional learning intervention practices, a person-centered approach was used to identify students' social-emotional behavior profiles based on seven…
Descriptors: Social Emotional Learning, Behavior Problems, Interpersonal Competence, Correlation
Shixu Yan; Zhiyi Liu; Peng Peng; Ni Yan – Educational Psychology Review, 2024
Externalizing behavior and low academic performance present key developmental challenges for school-age children, with the potential for these domains to predict each other over time, leading to worsened outcomes. Yet, previous studies have yielded inconsistent conclusions about the directional pathways between externalizing behaviors and academic…
Descriptors: Child Behavior, Academic Achievement, Attention Control, Behavior Problems
Denise A. Esposto – ProQuest LLC, 2023
The consequences of trauma and chronic toxic stress on young children's social and neurobiological developments are numerous and well-documented in the literature (Centers for Disease Control and Prevention [CDC], 2020; Jimenez et al., 2016; Sciaraffa et al., 2018; Statman-Weil, 2015; Zeng et al., 2019). Children exposed to trauma during early…
Descriptors: Intervention, Classroom Techniques, Student Behavior, Trauma
Grey House Publishing, 2022
"The Autism Spectrum Handbook & Resource Guide" combines valuable, easy-to-understand educational information for consumers, patients, and their families, with official reports and releases about monitoring childhood growth and important milestones, community statistics, living with an ASD, and treatments and further resources for…
Descriptors: Autism Spectrum Disorders, Child Development, Risk, Symptoms (Individual Disorders)
Jacques, Claudine; Saulnier, Geneviève; Éthier, Agnès; Soulières, Isabelle – Journal of Autism and Developmental Disorders, 2022
To understand the perspectives and needs of autistic children and their families in the context of an emergency, 109 parents and 56 autistic children (5.75-18 years) from Canada completed an online survey about needs, barriers and facilitators to coping with the pandemic. Parents' concerns about their child's development and difficulties managing…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Adolescents
Pesce, Caterina; Lakes, Kimberley D.; Stodden, David F.; Marchetti, Rosalba – Child Development, 2021
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in…
Descriptors: Intervention, Self Control, Physical Education, Elementary School Students
Lana Shklyar Nenide; Kate Sweeney; Gerard Costa; Neal M. Horen; Robert M. Corso; Jordana Ash, Contributor; Lynette Aytch, Contributor; Julie Betchkal, Contributor; Jean Budd, Contributor; Margo Candelaria, Contributor; Corinne G. Catalano, Contributor; Kimberly P. Diamond-Berry, Contributor; Faith Eidson, Contributor; Brandy Fox, Contributor; Keri Giordano, Contributor; Amy Hunter, Contributor; Harleen Hutchinson, Contributor; Nucha Isarowong, Contributor; Ashley McCormick, Contributor; Kelli McDermott, Contributor; Kaitlin Mulcahy, Contributor; Carmen Rosa Noroña, Contributor; Nichole Paradis, Contributor; Rebecca Parlakian, Contributor; Lindsay J. Pearson, Contributor; Thomas Rendon, Contributor; Julia Sayles, Contributor; Jayne Singer, Contributor; Staci Sontoski, Contributor; Kristin Tenney-Blackwell, Contributor; Mary Louise Hemmeter, Contributor – Brookes Publishing Company, 2025
Infant Mental Health (IMH) and the Pyramid Model (PM) are two frameworks with an important common goal: supporting the mental health and social-emotional well-being of infants, young children and their families. For the first time ever, one book integrates these two frameworks to create a more effective, knowledgeable, and responsive early…
Descriptors: Infants, Models, Mental Health, Diversity Equity and Inclusion
Gallegos, Lorena; Maricle, Denise E. – Communique, 2022
Lead is a naturally occurring element that is extremely toxic to human beings. When children inadvertently ingest lead, their bodies confuse it with calcium, iron, and other nutritional essential metals, causing toxicity. School psychologists more than ever are in perfect positions, with the proper training, to possibly identify children who are…
Descriptors: Poisoning, School Psychologists, At Risk Students, Child Health
Download full textGerhardt, Peter F.; Bahry, Shanna; Driscoll, Natalie M.; Cauchi, Jessica; Mason, Brian K.; Deshpande, Madhura – International Electronic Journal of Elementary Education, 2023
A meaningful curriculum is one that is individualized, inclusive of the individual's unique needs and interests, and focused on building independence in current and future environments. A meaningful curriculum addresses an individual's needs and prioritizes instructional programs based on what is, potentially, most important to their lives and not…
Descriptors: Autism Spectrum Disorders, Curriculum, Skill Development, Intervention
Murano, Dana; Sawyer, Jeremy E.; Lipnevich, Anastasiya A. – Review of Educational Research, 2020
This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary…
Descriptors: Meta Analysis, Social Development, Emotional Development, Intervention
Foster, Ida; Wyman, Joshua; Talwar, Victoria – Journal of Moral Education, 2020
The development of children's lie-telling abilities is considered to be a social and cognitive milestone. While occasional lying is developmentally appropriate, the use of frequent, antisocial lies as a maladaptive problem-solving mechanism can indicate behaviour problems. Since lying is often considered a moral transgression, researchers should…
Descriptors: Deception, Ethics, Moral Development, Moral Values
Brittany M. Dumproff; Art G. Dowdy – Journal of Positive Behavior Interventions, 2024
Adolescents with autism spectrum disorder (ASD) often experience challenges with social skill interactions that may affect their quality of life. Given that parents are often the most frequent and constant presence in their child's life, parents serve a vital role in their child's social and behavioral development. For this reason, children may…
Descriptors: Intervention, Behavior Problems, Autism Spectrum Disorders, Quality of Life
Rusby, Julie C.; Prinz, Ronald J.; Metzler, Carol W.; Crowley, Ryann; Sanders, Matthew R. – Child & Youth Care Forum, 2022
Background: Parenting strategies such as communicating clear expectations, providing calm directions, and teaching specific skills can strengthen young children's social-emotional development. Parenting programs for children with disruptive behavior often emphasize gaining compliance via effective directives, and less on how to facilitate child…
Descriptors: Parent Attitudes, Parenting Styles, Social Emotional Learning, Child Development
