Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF…

Aggression by students is a highly stable behavior and is a significant predictor for later aggression along with other undesirable outcomes for both the aggressor and victim. While aggression is often thought of in its physical form, acts of verbal aggression are equally problematic and can be especially complex for students who are identified…

Skills related to social-emotional learning (SEL) are essential for college and career readiness. Failure to use appropriate skills for SEL in school is often linked to several negative academic outcomes, including rejection by school community members, academic deficits, and higher rates of problematic behavior. Social skills interventions are…

Students with emotional and behavioral disorders often lack appropriate social skills. This deficit can lead to negative outcomes including peer and teacher rejection, increased behavioral problems at school, and decreased academic achievement. In order to improve the social outcomes of students with emotional and behavioral disorders, teachers…

This study is part of a larger randomized efficacy trial examining the impact of Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success ("BEST in CLASS"), a Tier 2 intervention that targets the prevention of emotional/behavioral disorders in young, high risk children. In this investigation, we examined…

Results from state and national surveys suggest that behaviors such as cursing at others, verbal threats, and intimidation are among the most prevalent forms of aggression on school campuses. A behavior that attacks a person's self-concept to cause psychological harm, Verbal Aggression (VA) leads to many undesirable outcomes for both the victim…

The purpose of this study was to determine the impact of a year-long, same school classroom social skills instruction program on students' with verified Emotional Behavior Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders perceptions of program effectiveness. This study indicated that youth can demonstrate…

This study investigated the short-term effects of behavioural training for preschool children. The goals of this programme were to reduce disruptive behaviour as well as shy and withdrawn behaviour, and to promote social-emotional competencies. In young children, insufficient emotional competencies and difficulties concerning adequate conflict…

This study investigated the effects of school-wide positive behavior support (SWPBS) on middle school climate and student outcomes. Data consisted of more than 300 teacher responses and 10,000 student responses in two middle schools in the western United States. This study used a quasi-experimental (non-equivalent two-group, pretest-posttest)…

Background: For healthy development, children need positive relationships with adults. Due to changes in family systems and shifting social norms, many children may be receiving less parental support than in the past and may be discouraged from forming natural mentoring relationships with other adults. Mentoring programs are designed to facilitate…

This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe…