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The Impact of Trial Stage, Developer Involvement and International Transferability on Universal Social and Emotional Learning Programme Outcomes: A Meta-Analysis
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Wigelsworth, M.; Lendrum, A.; Oldfield, J.; Scott, A.; ten Bokkel, I.; Tate, K.; Emery, C. – Cambridge Journal of Education, 2016
This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects…
Descriptors: Program Development, Outcomes of Education, Social Development, Emotional Development
The Incredible Years Parent Program for Chinese Preschoolers with Developmental Disabilities
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Kong, Maureen Mo-yee; Au, Terry Kit-fong – Early Education and Development, 2018
Research Findings: The objective of this research was to evaluate the effectiveness of Incredible Years Basic Parent Training (IYPT Basic) in a community clinic setting in Hong Kong. IYPT Basic is a Western program developed to promote children's academic, social, and emotional regulation skills and to reduce conduct problems among typically…
Descriptors: Foreign Countries, Program Effectiveness, Parent Education, Child Development
Difficult Temperament Moderates Links between Maternal Responsiveness and Children's Compliance and Behavior Problems in Low-Income Families
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Kochanska, Grazyna; Kim, Sanghag – Journal of Child Psychology and Psychiatry, 2013
Background: Research has shown that interactions between young children's temperament and the quality of care they receive predict the emergence of positive and negative socioemotional developmental outcomes. This multimethod study addresses such interactions, using observed and mother-rated measures of difficult temperament, children's…
Descriptors: Low Income, Personality Traits, Behavior Problems, Mother Attitudes
Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior
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Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Journal of Positive Behavior Interventions, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior
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Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Grantee Submission, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Behavioral, Social, and Emotional Assessment of Children and Adolescents. Fourth Edition
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Whitcomb, Sara A.; Merrell, Kenneth W. – Routledge, Taylor & Francis Group, 2013
Generally recognized as the standard work in its field, "Behavioral, Social, and Emotional Assessment of Children and Adolescents" provides a comprehensive foundation and guide for conducting conceptually sound, culturally responsive, and ecologically oriented assessments of student social and emotional behavior. It is aimed at graduate…
Descriptors: Social Development, Emotional Development, Behavior Development, Child Development