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Dearbhaile Mahon; Ciara Gunning; Jennifer Holloway; Helena Lydon – Journal of Positive Behavior Interventions, 2020
Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that…
Descriptors: Preschool Education, Student Behavior, Behavior Problems, Positive Behavior Supports
Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Lapan, Candace; DeCoster, Jamie; Hunt, Ashley; Bowers, Nicole – Grantee Submission, 2020
This randomized controlled trial examined the efficacy of an elementary school service-learning program, Connect Science (CS), on classroom practices and students' science achievement, civic engagement, and social skills. Fourth grade teachers were enrolled into intervention versus control conditions resulting in 41 classrooms (20 intervention)…
Descriptors: Service Learning, Elementary School Students, Program Effectiveness, Science Achievement
Kendra M. Lewis; Samuel Vuchinich; Peter Ji; David L. DuBois; Alan Acock; Niloofar Bavarian; Joseph Day; Naida Silverthorn; Brian R. Flay – Applied Developmental Science, 2016
This study evaluated effects of "Positive Action," a school-based social-emotional and character development intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school…
Descriptors: Urban Youth, Individual Development, Program Effectiveness, Values Education
Hamre, Bridget K.; Pianta, Robert C.; Mashburn, Andrew J.; Downer, Jason T. – Early Education and Development, 2012
Research Findings: Children's (n = 980) social competence during prekindergarten was assessed as a function of their teachers' (n = 233) exposure to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and 2 levels of support through MyTeachingPartner, a Web-based approach to professional development. Children in classrooms…
Descriptors: Teaching Methods, Interpersonal Competence, Professional Development, Social Problems
Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment
Koegel, Robert L.; Bradshaw, Jessica L.; Ashbaugh, Kristen; Koegel, Lynn Kern – Journal of Autism and Developmental Disorders, 2014
Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social…
Descriptors: Questioning Techniques, Young Children, Autism, Communication Skills
Arda, Tugce Burcu; Ocak, Sakire – Educational Sciences: Theory and Practice, 2012
In this study, it was aimed to evaluate the effects of Promoting Alternative Thinking Strategies (PATHS)--Preschool Curriculum on Preschool Children's Social Skills. The six years old children (N = 95) and their teachers (N =7) were included in participant group in Izmir. With a pretest-intervention-posttest design, data was collected through…
Descriptors: Preschool Curriculum, Interpersonal Competence, Emotional Intelligence, Preschool Children
Bierman, Karen L.; Coie, John D.; Dodge, Kenneth A.; Greenberg, Mark T.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen – Journal of Consulting and Clinical Psychology, 2010
Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained…
Descriptors: Prosocial Behavior, Intervention, Disadvantaged Schools, Aggression
Cheney, Douglas A.; Stage, Scott A.; Hawken, Leanne S.; Lynass, Lori; Mielenz, Christine; Waugh, Maryann – Journal of Emotional and Behavioral Disorders, 2009
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…
Descriptors: Behavior Problems, Intervention, Academic Achievement, At Risk Students
Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike – Journal of Child Psychology and Psychiatry, 2008
Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases…
Descriptors: School Readiness, Behavior Problems, Interpersonal Competence, Self Management

Pierce, Karen; Schreibman, Laura – Journal of Applied Behavior Analysis, 1997
Two children (ages 7-8) with autism and eight typical peers participated in a study designed to replicate an earlier finding of successful social-skills intervention for children with autism using peer-implemented pivotal response training (PRT). The results of using multiple peer trainers on generalization of treatment effects were assessed.…
Descriptors: Autism, Children, Generalization, Helping Relationship

Waldron-Soler, Kathleen M.; Martella, Ronald C.; Marchand-Martella, Nancy E.; Tso, Marion E.; Warner, Dennis A.; Miller, Darcy E. – Journal of Direct Instruction, 2002
Describes an investigation of the effects of a 15-week implementation of the Language for Learning program on the language and social interaction skills of preschoolers. Shows that children with developmental delays instructed with Language for Learning exhibited greater improvement in receptive and expressive language skills, and social…
Descriptors: Developmental Delays, Interpersonal Competence, Language Skills, Preschool Education

Taylor, Catherine A.; Liang, Belle; Tracy, Allison J.; Williams, Linda M.; Seigle, Pamela – Journal of Primary Prevention, 2002
Explores the effects of previous exposure to the Reach Out to Schools: Social Competency Program (SCP) on the middle school adjustment of sixth grade students. SCP is designed to teach children social skills to help them to communicate better, solve problems and build stronger relationships. Results show associations between program exposure and…
Descriptors: Interpersonal Competence, Middle School Students, Middle Schools, Problem Solving
Chaplin, Duncan; Capizzano, Jeffrey – Online Submission, 2006
A growing body of evidence indicates that the test scores of low-income children drop significantly relative to their higher-income counterparts during the summer months. This study finds that a well-implemented summer learning program can improve reading skills and increase the extent to which parents encourage their children to read during the…
Descriptors: Program Effectiveness, Program Evaluation, Academic Ability, Self Esteem
Seifer, Ronald; Gouley, Kathleen; Miller, Alison L.; Zakriski, Audrey – Early Education and Development, 2004
We examined the effectiveness of the PATHS curriculum in a magnet elementary school serving a distressed urban area. Aspects of social-emotional competence were examined for second graders who had, and had not, received the PATHS intervention. The intervention groups differed, with the control group having lower social-emotional competence than…
Descriptors: Grade 2, Urban Schools, Elementary Schools, Magnet Schools