The "Program for the Education and Enrichment of Relational Skills" (PEERS®) is an intervention targeting social skills for autistic adolescents and those with other social challenges. The efficacy of the PEERS® on adolescents has been extensively explored but the program has not been validated in Italy. In the present study, we adapted…

Research has shown that the first few years of a child's life are critical for developing executive functioning and emotional regulatory skills. This study aimed to evaluate how begin to ECSEL (Emotional, Cognitive and Social Early Learning), an intervention designed to promote young children's emotional competence, influenced children's…

Physical activity (PA) benefits children's cognition, in particular executive functions (EF). Children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Difficulties (RD) and co-occurring ADHD/RD have low levels of PA and difficulties with EF. This study evaluated a PA programme to determine recruitment, attrition, feasibility (e.g.…

Background/purpose: This research aims to examine the effect of a Cognitive-Behavioral Coaching (CBC) model on the academic performance of adolescents with attention deficit hyperactivity disorder (ADHD) and to analyze the relationship between academic performance, self-esteem, and relationship with parents. Materials/methods: The sample comprised…

Super Parents is a group-based, Extension-led parenting program developed to enhance the parent-child relationship. Implemented by trained Head Start staff using the train-the-trainer model, this effort is achieved by teaching positive parenting practices, increasing parents' knowledge of child development, instructing parents in activities and…

Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of…

Georgia's Pre-K Longitudinal Study followed a statewide sample of 1,169 children who attended Georgia's Pre-K Program in 2013-14 through their 4th grade year in 2018-19. The study was conducted by researchers at the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill. The following summary…

The purpose of this evaluation study was to examine children's longitudinal academic and social outcomes associated with attendance in Georgia's Pre-K Program and to examine the quality of the classrooms attended. This report covers pre-k to 4th grade outcomes collected between the 2013-2014 and 2018-2019 school years as well as a sub-study…