The What Works Clearinghouse (WWC) Study Review Protocol accompanies the "WWC Procedures and Standards Handbook, Version 5.0," and guides reviews of studies by the WWC. The WWC uses this protocol to review all studies, including those cited as evidence for U.S. Department of Education grant competitions, studies that were funded by the…

This study examined the effect of a social-emotional intervention implemented in one St. Petersburg (Russian Federation) institution (called a Baby Home, BH) on the general behavioral development of preterm children (gestational ages of 30-36 weeks) during their first 2 years of life. The intervention consisted of training caregivers and…

The evaluation of psychosocial interventions in low income countries requires focus on cultural appropriateness, implementation, and the experiences of participants. This nested qualitative study follows a previous controlled trial that reported positive outcomes for students participating in the Living Well life skills intervention. The current…

Every year brings new research studies that aim to describe early childhood development. Despite this boom in research, there has been little useful translation of these studies into clear recommendations for educators and mental health practitioners. This book shows experienced educators and mental health practitioners who work with young…

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core…

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What policies, procedures, and practices coupled with professional development can prepare…

In this study, the Rennie Center for Education Research & Policy sought to uncover the ways in which Massachusetts schools and districts support students' behavioral health needs. This study was guided by the following research questions: (1) What are districts doing to integrate social, emotional and behavioral health supports? (2) What are…

The challenges presented by the growing prevalence, burden, and unmet service needs of youth mental health problems are formidable. During the past decade, scholars and other stakeholders of the Missouri Prevention Center (MPC) have been using a prevention and implementation science approach to develop, implement, evaluate, and disseminate…

"Psychoeducational Assessment of Preschool Children," Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive,…

This article presents the results of a small-scale research project that aimed to evaluate the effectiveness of a part-time nurture group recently established in one primary school. Qualitative interviews were used to gather staff, pupil and parental perceptions about the nurture group. These focused not only on what difference the nurture group…

Although Baby Sign is gaining in popularity, there is a scarcity of research supporting its use. The research that has been conducted is conflicting. In the current study, nine families with children ranging in age from six months to two years and five months participated in a baby sign workshop. A pre--post-test design was used to assess the…

This systematic review sought to understand the individual characteristics of incarcerated youth within the major risk factor domains identified by the U.S. Office of Juvenile Justice and Delinquency Prevention (OJJDP). A comprehensive search of the literature from 1979 to 2013 identified 85 articles of individual-level risk characteristics that…

To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral…

Approximately 20,000 children are adopted from foreign countries each year. Of these children, approximately 46% are adopted before they are 12 months old and 43% are adopted between 1 and 4 years of age. The development of children adopted from abroad before or by 2 years of age is the focus of this article. Given the impoverished language input…

Down syndrome is the most common genetic cause of mental retardation and one of the most frequently occurring neurodevelopmental genetic disorders in children. Children with Down syndrome typically experience a constellation of symptomology that includes developmental motor and language delay, specific deficits in verbal memory, and broad…