Minimal research has been focused on the role of school monitors in the public-school setting. This study explored the perspectives of school monitors on preparation, training, communication, and feedback. The study looked to examine if these aspects contribute to the overall role of school monitors and to identify specific areas where they…

There is limited evidence on the imperative role that caregivers play in social-emotional learning development for effective social-emotional learning program implementation despite their crucial influence on childhood development. This doctoral project explored the effects of parent education for two school-based, social-emotional learning…

The Zones of Regulation is a widely implemented program for social-emotional regulation, including for students with autism. To date, there is very little empirical evidence to show efficacy for the Zones of Regulation. According to standards published by the American Psychological Association, National Standards Project, and National…

Student misbehaviour presents a barrier to the successful education of students and the ability for teachers to be most effective in their classroom. The current approaches being utilized to manage behaviour in classrooms range from punitive to functional. To move school educators away from punitive measures and towards a functional view of…

It is widely assumed that (1) children with challenging behavior may lack the social-emotional skills to be successful in classroom settings and (2) instruction in social-emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social-emotional skills…

Crisis intervention programs have been developed to help educators be better prepared to prevent and respond to students in crisis. Schools spend millions of dollars for the use of these commercial programs, many of which are based on the principles of the Cycle of Acting Out Behavior (Colvin & Scott, 2015), which is considered the "gold…

This basic qualitative study examined the implementation of restorative practices (RP) in schools as an alternative to punitive discipline approaches like zero-tolerance policies. The study aimed to understand their perceptions of effective behavioral intervention approaches, the relationship between restorative practices and school climate, and…

In this randomized controlled trial (RCT), the digital socio-emotional competence training Zirkus Empathico was tested in 74 Central European children (5.1 (0.9) years; 34 females) within a longitudinal design (three time points: T1 = pre-training; T2 = immediately following 6-week training, T3 = 3-month follow-up). The pre-registered primary…

The problem addressed in this study was that there is a lack of knowledge about middle school special education teachers' perceptions on the benefits of social emotional learning (SEL) strategies for improving the behavior of students with emotional behavior disorder (EBD) in a self-contained setting. Comer's concepts on social learning served as…

Whatever your role--general or special education teacher, school counselor, therapist, behavior analyst, administrator--you undoubtedly interact with learners with autism spectrum disorder (ASD) and are committed to helping them succeed and thrive. This easy-to-use accessible guide summarizes more than 75 interventions and rates each based on the…

This study explores factors influencing teacher self-efficacy among preservice teachers and principal candidates. Through qualitative focus groups, findings highlight the significance of relationship building, social-emotional learning, and support systems in enhancing preservice teacher confidence, emphasizing the principal's role in fostering a…

Students faced many challenges during the onset of COVID-19 across the country, including isolation in their learning from not being able to be in the classroom with their peers. Although we are four years' post- pandemic, a survey found more than 80% of public schools reported "stunted behavioral and socioemotional development" in their…

Children in early childhood classrooms (i.e., preschool through early elementary) who engage in persistent challenging behaviors often show social-emotional delays and are at risk for grade retention, referral to intervention or special education, and long-term educational and societal consequences. The social-emotional delays children with…

Guided by coping theory, the social-ecological diathesis-stress model, and the theory of intersectionality, this study examined how social and emotional learning (SEL) competencies, gender, and immigrant status contributed to the heterogeneity of the association between school victimization and substance use among 2,795 Hispanic/Latinx adolescents…

There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their…