There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their…

Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School-based SPS…

The Coping Power Program has been adapted as a universal prevention model (Coping Power Universal) aimed to reduce children's behavioral difficulties in Italian primary and nursery classes. The current study aimed to determine whether the version of the Universal Coping Power for pre-schoolers could reduce behavioral problems in school and home…

It is critical for young children to develop social-emotional competence, as delays in this area are associated with negative social and behavioral outcomes, and the preschool classroom is a natural setting for children to build these skills. However, for many children with autism spectrum disorders (ASD), this can be a challenging task, as…

This study assesses the effects of two text-messaging programs for parents that aim to support the development of math skills in prekindergarten students. One program focuses purely on math, while the other takes an identical approach but focuses on a combination of math, literacy, and social-emotional skills. We find no evidence that the…

The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…

The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved…

This paper compares four selected social-emotional learning (SEL) curricula that have empirical support for preschool students (Preschools PATHS, Incredible Years, Al's Pals, and Preschool RULER). First, meta-analytic studies of SEL programs in schools and research on emotional intelligence (EI) of preschool children are reviewed as a background…

Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose…

Second Substitute Senate Bill 5903 (2019) directed the Department of Children, Youth, and Families (DCYF) to contract with an organization providing coaching services to early achievers program participants, i.e., Child Care Aware of Washington (CCA WA), to provide statewide Infant-Early Childhood Mental Health Consultation (IECMH-C) to Early…

With expulsion rates three times higher in pre-K classrooms than in K-12 classrooms, behavior is one of the biggest and most pressing challenges faced by early childhood educators and providers. Find research-based guidance and strategies in this book, an essential resource for professionals working with children from birth to age 5. You will…

When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by…

Challenging behavior in preschool is a serious concern for teachers. In recent years, positive behavior support (PBS) has been shown to be effective in reducing such behaviors. Class-Wide Function-related Intervention Teams (CW-FIT) is a specific program for implementing PBS principles in classroom settings. CW-FIT is a group contingency that…

Children learn social and emotional competence through socialization. Research has focused on the role of parents, however teachers also play an important part. This study examined the social and emotional competence of preschool African American children and the role teachers and mothers played in supporting these competencies. Teachers who…

Teacher-Child Interaction Therapy (TCIT), which is an adaptation of the empirically-based treatment of Parent-Child Interaction Therapy (PCIT), addresses the needs of children and teachers through increasing positive teacher-child interactions while educating teachers on effective discipline techniques. The theoretical and empirical basis for PCIT…