In preschool settings, ample evidence has long existed that some administrators and educators rely heavily on exclusionary practices to address unwanted behaviors despite evidence they are ineffective. There is a need for evidence-based interventions that provide teachers with skills to foster positive student--teacher relationships, teach…

Conflicts are inevitable in interpersonal relationships. In fact, they are usual in early childhood education centers and, thus, many educators consider them readily available educational tools, particularly valuable for children's social development if they are constructively managed. In this research, we investigate the educational management of…

Teacher consultation is commonly used to ensure that classroom-based interventions are implemented with fidelity to achieve targeted outcomes, yet the consultation process is not well-understood. Consultant-teacher relationship quality is one feature of consultation that may promote intervention outcomes--both directly and indirectly via teachers'…

Self-regulation is arguably one of the most crucial predictors of school readiness, academic achievement, and lifelong well-being. While educators in the prior-to-school years have a pivotal role to play in stimulating growth in early self-regulation, less is known about their knowledge and practices in this area. This interview study was…

Research suggests that 10%-20% of preschoolers have emotional and behavioral problems that would place them at-risk for development of emotional and behavioral disorders (EBD). Preschool children who exhibit early onset of antisocial and externalizing problem behaviors require early social-behavioral interventions focused on social skills. A…

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…

This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; M[subscript age] = 4.49 years) were recruited from Head Start classrooms which were randomized to…

The demand for preventive and easily implemented interventions to address the needs of children with significant behavioral challenges in general education settings is well-documented. First Step to Success is an evidenced-based program to address challenging behavior in preschool and elementary-school settings with a 20-year history of successful…

Heterogeneous effects from interventions often remain hidden in between-group analyses, risking overgeneralized conclusions of treatment effects. In this exploratory study, we performed latent profile analysis to unveil differential treatment effects among children in The Incredible Years Teacher Classroom Management Programme (IY TCMP). This…

Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time…

Children in the United States are being expelled from their early care and education settings at alarming rates. A growing body of research indicates that teachers' perceptions of parents may impact their decision to request a child's removal from their classroom. Nevertheless, few studies have simultaneously captured the voices of both parents…

Antecedent exercise (AE) is an intervention used to promote moderate-to-vigorous physical activity and improve subsequent behavior in non-exercise contexts. We used withdrawal and multitreatment single case research designs to compare the effects of baseline, AE alone, and AE + visual supports condition. Two preschool-age boys participated in this…

Preschool children exhibiting externalizing behavior problems are frequently subjected to harsh disciplinary measures, such as expulsion, which can have lasting negative effects. Teachers have the potential to better support these children by fostering their development of social-emotional skills. In this study, the researcher collaborated with a…

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target…

Preschool children are developing social and emotional skills, like recognizing and expressing emotions, building relationships with peers and adults, following directions, and solving problems. To develop these skills, young children rely on support from adults, including teachers, who model and teach children social and emotional skills in the…