Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional…

This study aims to investigate the developmental status of rural Chinese children, the extent of interactive parenting they receive, and the relation between the two. A sample of 448 six to eighteen-month-old children and their caregivers were randomly selected from two rural counties in Hebei and Yunnan provinces. According the third edition of…

Measures of school-level growth in student outcomes are common tools for assessing the impacts of schools. The vast majority of these measures use standardized tests as the outcome of interest, even though emerging evidence demonstrates the importance of social-emotional learning (SEL). In this article, we present results from using the first…

Students with chronic illness generally have higher school needs than their healthy peers. The research to date examining school support for these needs has been limited to qualitative methods. We collected quantitative data to compare the school needs and supports received by 192 students with chronic illness and 208 students without chronic…

We used a cluster-randomized, wait-list controlled trial to examine impacts of a school-based social-emotional learning intervention on Congolese students and teachers. Seventy-six school clusters in two groups (A and B) were randomized to treatment or control. The groups differed in geographic location, accessibility, exposure to violence, and…

Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of…

The purpose was to examine academic achievement, school attachment, and peer acceptance before and after a comprehensive school-based physical activity program (CSPAP) with 378 children in 12 fourth-grade classrooms across six schools in primarily low-socioeconomic status (SES) districts of a large Midwestern metropolitan area. Both personal and…

Early childhood mental health consultation (ECMHC) is a framework that continues to expand as students' social-emotional needs emerge at younger ages. The present systematic review examines the extant literature surrounding the use of ECMHC and behavioral consultation in addressing mental health concerns and challenging behaviors in preschool…

This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…

Growing interest in understanding the role of students' social-emotional competence for school success necessitates valid measures for large-scale use. We provide validity evidence for the 40-item Washoe County School District Social-Emotional Competency Assessment (WCSD-SECA), a student self-report measure that came from a researcher-practitioner…

The major purpose of this study was to conduct a systematic review on adventure education or adventure-based learning in physical education (PE) between 1976 and 2018 in order to examine the effects of adventure education on students' learning outcomes in PE such as physical and psychological outcomes. The secondary purpose was to explore PE…

The purpose of this study is to evaluate the quality of instruction among professionals who implement additional professional support for students with special needs in Slovenia, with a focus on methods for learning to learn. A total of 1863 professionals with various job positions participated in the study. The results revealed that seven groups…

The challenges presented by the growing prevalence, burden, and unmet service needs of youth mental health problems are formidable. During the past decade, scholars and other stakeholders of the Missouri Prevention Center (MPC) have been using a prevention and implementation science approach to develop, implement, evaluate, and disseminate…

In 2006, several dedicated early childhood professionals began work on the creation of the "Nebraska Core Competencies for Early Childhood Professionals." Representatives from across Nebraska worked together. After the input from various focus groups, the document became public in July of 2007. The current revision process began in late…

Multi-Tiered Systems of Support (MTSS) is a framework for delivering effective and efficient services and supports to meet the needs of all young children and their families so they can achieve essential developmental and early academic learning outcomes. With this evidence-based planning book and video set, you'll discover how to design,…