Using a pre-post randomized controlled trial, the purpose of this study was to determine whether a social problem-solving curriculum, "Take CHARGE!," based on a cognitive-behavioral approach, could improve students' knowledge of problem-solving skills, as well as self-report of social behaviors for 92 middle school students with…

"Check, Connect, and Expect" (CCE) is a secondary tier behavioral intervention that provides students with levels of support including a dedicated "coach" for check-in and check-out procedures, and social skills instruction. Elementary students (n = 22) in an alternative education school setting received CCE for 13 weeks…

Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the "Check, Connect, and Expect" (CCE) program. The CCE program combined the essential intervention procedures of the "Check & Connect Program" and the "Behavior Education…

Although there is literature supporting the effectiveness of tertiary behavioral supports, the majority of the studies have been conducted with single-subject designs. The Prevent-Teach-Reinforce (PTR) model is a standardized model of a school-based tertiary intervention. This study reports initial results from a randomized controlled trial to…

The present study assessed the ability of the Early Risers' Skills for Success Program to maintain program effects 1 year post intervention. Participants were 327 kindergarten and first-grade children who screened positive for aggressive behavior and who were randomized to program and control conditions. Program children participated in 2…

A study investigated whether an academic or a social skills intervention would be more effective in increasing academic performance and social competence and in decreasing problem behavior of 53 first-graders. Academic, social, and behavioral outcomes measures were examined. None of the interaction terms was significant for any dependent variables…

A study investigated the effectiveness of a school-based prevention program consisting of social skills activities, peer tutoring, and individual and class-wide behavioral management components for improving the behaviors of 38 students (ages 5-11) with emotional disturbances. Results indicated that inappropriate behaviors decreased and positive…

This review examines empirically based studies of school-based mental health interventions. The review identified 64 out of more than 2,000 articles published between 1990 and 2006 that met methodologically rigorous criteria for inclusion. Of these 64 articles, only 24 examined both mental health "and" educational outcomes. The majority of…

Parent-child transactions provide an important social context for the development of adaptive and problem behaviors in young children with autism. Teaching parents to develop alternative transactional pathways often leads to positive behavioral patterns in their children. We taught three parents the philosophy and practice of mindfulness in a…

Effects of a school-based program to prevent antisocial behaviors that could lead to conduct disorder were assessed among 34 target students and 15 role-model peers in urban Head Start programs. Target students showed patterns of social interaction that began to mirror those of role-model peers, while nonparticipating control group students…