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Direct linkSchmitt, Sara A.; Lewis, Kendra M.; Duncan, Robert J.; Korucu, Irem; Napoli, Amy R. – Grantee Submission, 2018
Children from low-income families are at greater risk for poor social-emotional development and physical health and may be in need of intervention. This study examined the extent to which the "Positive Action" ("PA") preschool lessons improved low-income children's social-emotional competence and health behaviors. Mixed…
Descriptors: Preschool Children, Health Behavior, Social Development, Emotional Development
Low, Sabina; Smolkowski, Keith; Cook, Clayton; Desfosses, Danielle – Developmental Psychology, 2019
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…
Descriptors: Social Development, Emotional Development, Elementary School Teachers, Elementary School Students
Lonigan, Christopher J.; Phillips, Beth M.; Clancy, Jeanine L.; Landry, Susan H.; Swank, Paul R.; Assel, Michael; Taylor, Heather B.; Klein, Alice; Starkey, Prentice; Domitrovich, Celene E.; Eisenberg, Nancy; Villiers, Jill; Villiers, Peter; Barnes, Marcia – Child Development, 2015
This article reports findings from a cluster-randomized study of an integrated literacy- and math-focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business-as-usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students…
Descriptors: At Risk Students, Multivariate Analysis, Preschool Teachers, Preschool Children
Morris, Pamela; Mattera, Shira K.; Castells, Nina; Bangser, Michael; Bierman, Karen; Raver, Cybele – MDRC, 2014
Low-income preschool children face risks to their social-emotional development that can affect them later on. Although there are promising approaches to promoting preschoolers' social-emotional skills, the evidence base is limited, particularly on their effectiveness when implemented at scale. The Head Start CARES demonstration evaluated the…
Descriptors: Preschool Children, Low Income Groups, Teacher Education, Faculty Development
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
Peer reviewedStahmer, Aubyn C. – Journal of Autism and Developmental Disorders, 1995
Seven children (ages 4 to 7) with autism were taught to engage in symbolic play using Pivotal Response Training. Children with autism rarely exhibited symbolic play before training, but after training they learned to perform complex and creative symbolic play at levels similar to that of language-matched controls. Interaction skills also improved…
Descriptors: Autism, Child Behavior, Early Childhood Education, Pretend Play
