This study compared the effects of high-tech (clickers) and low-tech (response cards and hand raising) active student responding modalities on student classroom behavior during whole-group English language arts instruction in two 1st-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with…

This study investigated Korean children's negative emotionality trajectories from infancy to age 4 and their learning (i.e., executive functioning), behavioral, and self-esteem outcomes in first grade. Using nationally representative data from the Panel Study on Korean Children, negative emotionality trajectories were explored to determine whether…

The purpose of this study was to investigate the association between students' social-emotional behaviors and their later academic outcomes from a person-centered perspective. To better inform social-emotional learning intervention practices, a person-centered approach was used to identify students' social-emotional behavior profiles based on…

An upward national trend in challenging behaviour amongst young children in Australian schools has prompted widespread concern and garnered frequent media scrutiny. Scholars have established that child-teacher relationships are central to understanding and mitigating challenging behaviour; however, exploration of teacher perceptions of children's…

This study investigates the model that personality traits (neuroticism, extraversion) and emotional abuse (peers and parents) predict the worsening of early maladaptive schemas and social anxiety symptoms in seven years old children. A total number of 210 first grade students were administered the following questionnaires: (1) Parental and Peer…

Research has consistently shown that difficulties in facial emotion recognition (FER) are associated with peer problems and internalizing symptoms during middle childhood. However, no longitudinal research has investigated the direction of effects, that is, how these constructs influence each other across time. In this preregistered three-wave…

The purpose of this study is: (1) to investigate the underlying latent structure and cut-off scores of a teacher-rated screening form (PSC-17) for use in early elementary schools. Participants were 522 children from Grades One and Two. Exploratory Structural Equation Modeling was suggested to identify the optimal factor solution. Results indicated…

This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the…

The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive…

Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students' needs. Specifically, this article addresses the…

This cross-lagged longitudinal study examines the evocative impact of a child's psychological adjustment on teachers' affective response and instructional support for a child, and the influence this support and response has on the child's subsequent adjustment. A hundred and seventeen Finnish teachers self-rated the instructional support they…

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…

Based on a Response to Intervention framework, this study examines whether a clinical significance methodology is useful for placing children in Tier 2 interventions for school-based social-emotional learning. Data from INSIGHTS Into Children's Temperament, a Tier-1 intervention, was analyzed to assess practical considerations and limitations…

The objective of this study was to assess the measurement invariance of items from the Emotional and Behavioral Screener (EBS) across racial and ethnic groups and assess the impact of differential item functioning (DIF) on test scores from the EBS. Participants were 4,856 first-grade students (49% female) who were diverse with regard to race and…

School moves are common during elementary school in the United States. The authors address whether changing schools and residences affects the academic and behavioral development of young students. Utilizing data from the Early Childhood Longitudinal Study, the regression analyses show that, after controlling for prior achievement and behavior,…