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Evaluating the Implementation of the "Pyramid Model for Promoting Social-Emotional Competence" in Early Childhood Classrooms
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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
Reducing Developmental Risk for Emotional/Behavioral Problems: A Randomized Controlled Trial Examining the Tools for Getting Along Curriculum
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Daunic, Ann P.; Smith, Stephen W.; Garvan, Cynthia W.; Barber, Brian R.; Becker, Mallory K.; Peters, Christine D.; Taylor, Gregory G.; Van Loan, Christopher L.; Li, Wei; Naranjo, Arlene H. – Journal of School Psychology, 2012
Researchers have demonstrated that cognitive-behavioral intervention strategies--such as social problem solving--provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social…
Descriptors: Social Problems, Intervention, Problem Solving, Metacognition