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Direct linkSplett, Joni W.; Trainor, Kathryn M.; Raborn, Anthony; Halliday-Boykins, Colleen A.; Garzona, Marlene E.; Dongo, Melissa D.; Weist, Mark D. – Behavioral Disorders, 2018
Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the…
Descriptors: Comparative Analysis, Child Behavior, Rating Scales, Mental Health
Hemmeter, Mary Louise; Snyder, Patricia A.; Fox, Lise; Algina, James – Topics in Early Childhood Special Education, 2016
We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool…
Descriptors: Early Childhood Education, Program Implementation, Educational Practices, Intervention
Download full textWebb, Linda; Carey, John; Villares, Elizabeth; Wells, Craig; Sayer, Aline – Society for Research on Educational Effectiveness, 2014
Numerous authors have reviewed research to determine which skills are considered fundamental to successful academic and social outcomes for students (Hattie, Briggs, & Purdie, 1996; Masten & Coatworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). These skills include: (1) cognitive and…
Descriptors: Randomized Controlled Trials, Success, Cognitive Ability, Metacognition
