Toddler tantrums are a typical part of child development but can cause stress to the teacher--child relationship (Schindler et al., 2015). Understanding how to resolve tantrums is an important skill, yet there is little research to guide teachers. The present study observed two toddler-classrooms, examining teachers' responses to 46 tantrums, and…

The Social-Emotional Prevention Program (SEP) is a multi-focused intervention combining universal and indicated intervention strategies delivered face-to-face and through the use of technology. The study's objectives were to assess comparatively SEP effectiveness as a function of preschoolers' baseline risk of externalizing problems and to…

Background: Very young children from lower socioeconomic status (SES) backgrounds often show poorer language development. Whilst there have been attempts to provide early intervention programmes, these sometimes miss the most disadvantaged groups. Aims: This report presents preliminary feasibility and effectiveness data for a novel language…

This article describes a collaborative faculty research project developed to support a university preschool in their transition to becoming an inclusive programme. The project, conducted in the southeastern region of the United States, facilitated the development and implementation of the first two tiers of a system of Program-Wide Positive…

The premier Tier 3 intervention for the Pyramid Model, Prevent-Teach-Reinforce for Young Children (PTR-YC) is a research-proven, family-centered approach used in preschool settings nationwide to resolve persistent challenging behaviors. Now this bestselling PTR-YC guidebook is in a thoughtfully revised second edition, with enhancements and…

All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social-emotional interventions for young…

Objective: The purpose of this pilot study was to determine the effects of alternate seating on increasing the attention and in-seat behaviors of preschoolers with autism. Method: This study used a single subject, A-B-A-B design across a convenience sample of four preschoolers with ASD. During baseline phases (A), participants used the floor;…

Background: Research in Western countries has shown the contribution of early teacher--child relationships and classroom emotional support on children's behavioral adjustment in pre-schools. Results with regard to the direction and strengths of the relationships seem inconclusive, moreover, such research is lacking in African countries. Objective:…

The purposes of this research were to study the current situation and to compare the consequences of the Child Development Centre teachers on classroom action research-based instruction. The sample was 81 teachers of the Child Development Centre of the Local Administrative Organisation, derived from multi-stage random sampling. The instruments…

Low income male preschoolers with externalizing behaviors have continued behavior issues throughout elementary school, middle school, high school, and into adulthood and create stress for their teachers. Because of this, it is important to detect externalizing behaviors early and implement an appropriate intervention. A single subject reversal…

Problem behaviors in preschool-aged children negatively affect teacher-child relationships and children's skill development. In this clinical replication of an initial study, we implemented Teacher-Child Interaction Training (TCIT), a teacher-delivered, universal intervention designed for early childhood settings. The initial study evaluated…

This study intended to assess the effectiveness of a multifocused indicated prevention program implemented in a community setting. The study was conducted on three (n?=?3) preschool children with low levels of social-emotional competencies and high rates of externalizing problems. Using a multiple baseline design, observational data were gathered…

This research study outlined a professional-development program for training preschool teachers in Howard Gardner's theory of multiple intelligences. The program then continued training in practical applications of the theory for instructional use in the classroom. The preschool director and teachers' perceptions and experiences were documented…

Research Findings: This study explored the role Head Start teachers' (n = 355) depressive symptoms play in their interactions with children and in children's (n = 2,203) social-emotional development, specifically changes in children's problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the…

This study is the first to examine the effectiveness of the "Fun FRIENDS" programme, a school-based, universal preventive intervention for early childhood anxiety and promotion of resilience delivered by classroom teachers. Participants (N = 488) included children aged 4-7 years attending 1 of 14 Catholic Education schools in Brisbane,…