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Janice K. Lee; Glen Dunlap – Infants and Young Children, 2024
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…
Descriptors: Social Emotional Learning, Behavior Problems, Preschool Children, Preschool Education
Implementation of an Adapted Version of the Zones of Regulation into Integrated Preschool Classrooms
Amanda Budde – ProQuest LLC, 2024
There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their…
Descriptors: Preschool Education, Preschool Children, Child Development, Social Development
Jaimee E. Kidder – ProQuest LLC, 2019
It is critical for young children to develop social-emotional competence, as delays in this area are associated with negative social and behavioral outcomes, and the preschool classroom is a natural setting for children to build these skills. However, for many children with autism spectrum disorders (ASD), this can be a challenging task, as…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Preschool Children, Preschool Education
Granger, K. L.; Sutherland, K. S.; Conroy, M. A.; Hetrick, A. A.; Parnell, E. – Exceptionality, 2020
The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Student Behavior
Granger, K. L.; Sutherland, K. S.; Conroy, M. A.; Hetrick, A. A.; Parnell, E. – Grantee Submission, 2020
The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Student Behavior
Connors-Tadros, Lori; Hammond, Jessica – Center on Enhancing Early Learning Outcomes, 2017
High-quality preschool lays the foundation for a child's educational career. Preschool is where children are learning how to self-regulate, make friends, communicate, and express their wants and needs while preparing for their educational career within the K-12 system. If children do not have the behavioral and social-emotional skills needed to…
Descriptors: Preschool Education, Early Childhood Education, Suspension, Expulsion
Aksoy, Pinar – Online Submission, 2019
The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved…
Descriptors: Social Development, Emotional Development, Skill Development, Preschool Children
Gershon, Pam; Pellitteri, John – International Journal of Emotional Education, 2018
This paper compares four selected social-emotional learning (SEL) curricula that have empirical support for preschool students (Preschools PATHS, Incredible Years, Al's Pals, and Preschool RULER). First, meta-analytic studies of SEL programs in schools and research on emotional intelligence (EI) of preschool children are reviewed as a background…
Descriptors: Emotional Intelligence, Preschool Children, Preschool Education, Educational Research
Thompson, Aaron M.; Herman, Keith C.; Reinke, Wendy M.; Hawley, Kristin; Peters, Clark; Ehret, Adielle; Hobbs, Ashley; Elmore, Russell – School Psychology Review, 2020
The vast majority of youth experiencing symptoms of a mental health (MH) disorder never access services. Barriers to access include unawareness of symptoms or where to get help, stigma, or lack of transportation or finances. Many school, family, and community collaboration models have begun to enhance access to MH supports. The present study…
Descriptors: Barriers, Mental Disorders, Access to Health Care, Program Effectiveness
Kanine, Rebecca M.; Jackson, Yo; Huffhines, Lindsay; Barnett, Alexandra; Stone, Katie J. – Topics in Early Childhood Special Education, 2018
Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose…
Descriptors: Young Children, Child Abuse, Parent Child Relationship, Teacher Role
Edwards, Nicole M. – Brookes Publishing Company, 2017
With expulsion rates three times higher in pre-K classrooms than in K-12 classrooms, behavior is one of the biggest and most pressing challenges faced by early childhood educators and providers. Find research-based guidance and strategies in this book, an essential resource for professionals working with children from birth to age 5. You will…
Descriptors: Preschool Children, Child Behavior, Child Development, Social Development
Washington State Department of Children, Youth, and Families, 2021
Second Substitute Senate Bill 5903 (2019) directed the Department of Children, Youth, and Families (DCYF) to contract with an organization providing coaching services to early achievers program participants, i.e., Child Care Aware of Washington (CCA WA), to provide statewide Infant-Early Childhood Mental Health Consultation (IECMH-C) to Early…
Descriptors: Mental Health, Early Intervention, Infants, Toddlers
Gibson, Jennifer E.; Werner, Shelby S.; Sweeney, Andrew – Psychology in the Schools, 2015
When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by…
Descriptors: Prevention, Mental Health, Preschool Children, Preschool Education
Singh, Ajay; Squires, Jane – Journal of the American Academy of Special Education Professionals, 2014
Due to the prevalence of ADHD, there is a need for early intervention at the preschool level to improve children's chance of academic success in later years. Yet few preschool teachers are trained to meet the challenges children with ADHD present. This paper gives a rationale and curriculum for teacher training in ADHD, with an emphasis on Social…
Descriptors: Attention Deficit Hyperactivity Disorder, Early Intervention, Preschool Education, Teacher Education
Bridgeland, John; Bruce, Mary; Hariharan, Arya – Civic Enterprises, 2013
The central message of this report is that teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life. Social and emotional learning involves the processes of developing competencies, including self-awareness, self-management, social awareness, relationship skills, and…
Descriptors: Teacher Surveys, National Surveys, Social Development, Emotional Development
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