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Direct linkMarissa J. Filderman; Clark McKown; Pamela Bailey; Gregory J. Benner; Keith Smolkowski – Beyond Behavior, 2023
The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify effective practices, provide intervention, and intensify support for students who need it. In this…
Descriptors: Elementary School Students, Social Emotional Learning, Skill Development, Progress Monitoring
Maria Sargent – Brookes Publishing Company, 2025
How do young children learn, and what do educators need to know and do to teach them? Covering the full birth-8 early childhood age range, this introductory text delivers up-to-date answers through a unique lens: a deep focus on the neurological foundations of developmentally appropriate practices. Preservice and inservice educators will explore…
Descriptors: Young Children, Developmentally Appropriate Practices, Neurology, Child Development
Samantha Kelly – ProQuest LLC, 2024
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) are an integral part of schools across the United States. When implementing SWPBIS, academic achievement, emotional regulation, prosocial behavior increases while behavioral problems, bullying, exclusionary discipline teacher stress and teacher burnout decrease. Despite the…
Descriptors: Positive Behavior Supports, Surveys, Intervention, Teamwork
Meyer, K.; Everett, S.; Handler, M.; Freeman, J. – Center on Positive Behavioral Interventions and Supports, 2021
An increasing number of high schools have adopted Tier 1 PBIS; however, implementation of advanced tiers of PBIS in high schools is less common and specific guidance is scarce. To address this need and better understand the level of support needed to successfully implement advanced tiers of PBIS at the high school level, the National Center on…
Descriptors: Positive Behavior Supports, High School Students, Program Implementation, School Personnel
Christine M. McWayne Ed.; Vivian L. Gadsden Ed. – Brookes Publishing Company, 2024
How can we close opportunity gaps for young children affected by poverty and systemic racism--and build hope and resilience for children and their families? Research points the way forward, and in this timely volume, 40+ leading researchers identify new approaches, insights, and technologies that can promote educational equity and improve outcomes…
Descriptors: Educational Research, Access to Education, Equal Education, Individual Characteristics
Lana Shklyar Nenide; Kate Sweeney; Gerard Costa; Neal M. Horen; Robert M. Corso; Jordana Ash, Contributor; Lynette Aytch, Contributor; Julie Betchkal, Contributor; Jean Budd, Contributor; Margo Candelaria, Contributor; Corinne G. Catalano, Contributor; Kimberly P. Diamond-Berry, Contributor; Faith Eidson, Contributor; Brandy Fox, Contributor; Keri Giordano, Contributor; Amy Hunter, Contributor; Harleen Hutchinson, Contributor; Nucha Isarowong, Contributor; Ashley McCormick, Contributor; Kelli McDermott, Contributor; Kaitlin Mulcahy, Contributor; Carmen Rosa Noroña, Contributor; Nichole Paradis, Contributor; Rebecca Parlakian, Contributor; Lindsay J. Pearson, Contributor; Thomas Rendon, Contributor; Julia Sayles, Contributor; Jayne Singer, Contributor; Staci Sontoski, Contributor; Kristin Tenney-Blackwell, Contributor; Mary Louise Hemmeter, Contributor – Brookes Publishing Company, 2025
Infant Mental Health (IMH) and the Pyramid Model (PM) are two frameworks with an important common goal: supporting the mental health and social-emotional well-being of infants, young children and their families. For the first time ever, one book integrates these two frameworks to create a more effective, knowledgeable, and responsive early…
Descriptors: Infants, Models, Mental Health, Diversity Equity and Inclusion
Kelsey A. Clayback; Hsiu-Wen Yang; Maddisen Domingo; Erin E. Barton; Mary Louise Hemmeter – Topics in Early Childhood Special Education, 2025
Developmentally and culturally appropriate program behavior policies that are clearly communicated and implemented successfully can prevent exclusion and positively impact teachers, children, and families. However, it is unclear if policies are high quality or designed to equitably support positive behavior. We examined behavior policies from 41…
Descriptors: Behavior Problems, Child Behavior, Preschool Children, Preschool Education
Williamson, Ben – Journal of Education Policy, 2021
Psychology and economics are powerful sources of expert knowledge in contemporary governance. Social and emotional learning (SEL) is becoming a priority in education policy in many parts of the world. Based on the enumeration of students' 'noncognitive' skills, SEL consists of a 'psycho-economic' combination of psychometrics with economic…
Descriptors: Social Emotional Learning, Data Collection, Data Use, Educational Policy
