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Direct linkJanice K. Lee Fuquay – ProQuest LLC, 2021
Because there are immediate and long-term implications when preschool children exhibit challenging behavior in the classroom, it is crucial to prevent and address challenging behavior as early as possible. Social and emotional teaching strategies have been shown to reduce challenging behavior of preschoolers and increase social and emotional…
Descriptors: Preschool Education, Preschool Teachers, Behavior Problems, Interpersonal Competence
Peer reviewedKats Gold, Inna; Kopelman-Rubin, Daphne; Mufson, Laura; Klomek, Anat Brunstein – Early Education and Development, 2021
The current randomized control trial evaluated the effectiveness of a new social-emotional learning (SEL) program, I Can Succeed for Preschools (ICS-PS). ICS-PS aims to improve preschoolers' social/interpersonal, emotional, and academic skills in an integrative way, focusing on children's core executive functions (EFs). The various components of…
Descriptors: Preschool Children, Social Emotional Learning, Program Evaluation, Program Effectiveness
Download full textHui Zhao; Pui-Wa Lei; Susan Crandall Hart; James Clyde DiPerna; Xinyue Li – Grantee Submission, 2023
As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As…
Descriptors: Social Emotional Learning, Program Implementation, Program Effectiveness, Program Evaluation
Conroy, Maureen A.; Sutherland, Kevin S.; Granger, Kristen L.; Marcoulides, Katerina M.; Huang, Ke; Montesion, Alexandra – Journal of Early Intervention, 2022
Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based…
Descriptors: Faculty Development, Student Behavior, Behavior Problems, Program Effectiveness
Conroy, Maureen A.; Sutherland, Kevin S.; Granger, Kristen L.; Marcoulides, Katerina M.; Huang, Ke; Montesion, Alexandra – Grantee Submission, 2021
Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based…
Descriptors: Faculty Development, Student Behavior, Behavior Problems, Program Effectiveness
Faucetta, Kristen; Michalopoulos, Charles; Portilla, Ximena A.; Qiang, Ashley; Lee, Helen; Millenky, Megan; Somers, Marie-Andrée – Administration for Children & Families, 2021
In 2010, Congress authorized the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program by enacting section 511 of the Social Security Act, 42 U.S.C. § 711, which also appropriated funding for fiscal years 2010 through 2014. Subsequently enacted laws extended funding for the program through fiscal year 2022. The program is…
Descriptors: Home Visits, Mothers, Infants, Federal Programs
