Sentences with phrase «social competence interventions»

Since 2009 Dr. Herzog has served as project coordinator on two separate grants funded by the US Department of Education focused on developing and evaluating the efficacy of a social competence intervention (SCI) for children and youth with high functioning forms of autism and training teachers to implement the group curriculum with fidelity in school settings throughout Missouri.

Not exact matches

This review indicated that interventions have a substantial impact on a variety of outcomes, including aggression and disruption, social and emotional competence, school bonding, prosocial norms, disciplinary referrals, emotional distress, and academic achievement.

Schools are tackling the problem of inequity and unconscious bias with a multi-tiered strategy that includes shifting disciplinary practices within a Positive Behavior Intervention & Supports (PBIS) framework and building social and emotional competence for students and staff.

Professor Weissberg has published about one hundred articles and chapters focusing on preventive interventions with children and adolescents, and has coauthored nine curriculums on school - based programs to promote social competence and prevent problem behaviors including drug use, high - risk sexual behaviors, and aggression.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Emphasis is placed on parent and family factors, and children's social competence, which are associated with substance use, and which are the potentially mutable targets of family - based preventive interventions.

Findings from the paired t test revealed that parents in the IG scored their children significantly better (compared with baseline) 2 months after the intervention in 2 competence scales (social and school) with respect to the internalizing and externalizing problems and in the total problem score (Table 2).

Nine of the studies measured effects of their intervention on self - esteem, self - efficacy or social competence, using 12 measures to assess this.

Objective To examine the long - term effects of an intervention combining teacher training, parent education, and social competence training for children during the elementary grades on adolescent health - risk behaviors at age 18 years.

Counseling on the go Crises are opportune times for adults to model and teach social and emotional competence... For children under stress we must interpret adult intervention as an act of support and protection rather than hostility.

Interventions A full intervention provided in grades 1 through 6 of 5 days of in - service training for teachers each intervention year, developmentally appropriate parenting classes offered to parents when children were in grades 1 through 3 and 5 through 6, and developmentally adjusted social competence training for children in grades 1 and 6.

Crises are opportune times for adults to model and teach social and emotional competence... For children under stress we must interpret adult intervention as an act of support and protection rather than hostility.

You've selected to take the exam for course Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence.

- There are many helpful interventions to help children with autism express themselves and improve their social and emotional competence.

This review indicated that interventions have a substantial impact on a variety of outcomes, including aggression and disruption, social and emotional competence, school bonding, prosocial norms, disciplinary referrals, emotional distress, and academic achievement.

In addition, we previously reported that the intervention led to enhanced social competence during this peer entry paradigm.

Specifically, in the current sample, we have shown previously that the intervention studied herein produces robust changes in independently observed parenting practices, child social competence, and child aggression during the preschool period30, 34 (see also L.M.B., K.K.G., K. - Y.H., et al, unpublished data, 1997 - 2003).

Given the theoretical and componentry crossover between resilience and other intervention approaches (such as strengths based, social competence, social influence, skills focused, affective focused, social and emotional learning / well - being, mental well - being and psychosocial50 — 53), a study will be included irrespective of the stated overall intervention approach if it specifically aims to address at least one internal and one external resilience factor as defined above.

At 1 year, the preventive programme led to improved outcomes for child social cognition and reading (effect sizes 0.23 to 0.54, p ≤ 0.04); child peer relations and social competence (effect sizes 0.27 to 0.28, p < 0.02); parenting behaviour (effect sizes 0.23 to 0.32, p ≤ 0.03); and child aggressive and disruptive behaviour (effect sizes 0.26 to 0.31, p ≤ 0.02) compared with no intervention; the effect sizes are shown for outcomes with ≥ 80 % follow up.

We have previously reported the immediate effects of this psychosocial family - based intervention on independently observed aspects of the caregiving environment and child social competence during unfamiliar peer entry, including approach and regulatory behaviors.30 Thus, we have demonstrated the efficacy of the intervention in altering the targeted risk factors.

For example, a tobacco - focused review which included any intervention type, classified interventions with a component of resilience content into different subgroups such as social competence or social influence interventions, finding evidence for both broad intervention approaches.6 For the alcohol - focused review, only universal interventions were included with such interventions grouped according to whether they targeted alcohol alone or targeted multiple substance types.5 While meta - analysis was not conducted due to the heterogeneity of studies, the review concluded that some psychosocial and developmental prevention programmes were effective.

The randomized controlled trial was designed to evaluate intervention effects on parenting practices, child social competence, and aggression.

Using a videotape modeling intervention, the parenting groups encouraged parents to use nonharsh, consistent, and appropriate disciplinary strategies, be less critical, and use positive reinforcement and play interactions to promote children's social competence.

Use of screeners, such as the BITSEA, may improve significantly the identification of infants and toddlers with possible social - emotional problems or delays, thereby aiding efforts to provide early intervention services to young children with early social - emotional / behavioral problems and / or delays in competence.

What an intervention design reveals about how parents affect their children's academic achievement and social competence.

To be able to select, implement, and evaluate interventions to improve behavior and enhance social competence.

The primary purpose of SC - APBS is to advocate and promote the use of positive behavior interventions and supports to increase the social competence of all.

Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success.

Weissberg has authored more than 260 publications focusing on preventive interventions with children and adolescents and has developed curricula on school - based programs to promote social competence and prevent problem behaviors including drug use, high - risk sexual behaviors, and aggression.

«An authoritative review of the science, issues, and interventions related to the promotion of young children's social competence... an essential resource for researchers and professionals.»

Keywords behavior, evidence - based intervention, parenting, prevention, social - emotional competence

Janice's experiences and interests include early intervention, early childhood, challenging behavior, positive behavior support, social and emotional competence, autism and developmental disabilities, inclusion, and working with families.

Jackie's professional and research interests include evidence - based interventions for reducing the challenging behaviors and improving the social - emotional competence of young children in home settings and in early education and care classrooms.

When assessing the possible factors contributing to a child's social difficulties and when planning remedial interventions, it is important to understand developmental processes associated with social competence and peer relations.

Dr. Bricker's work in early intervention approaches has been summarized in two volumes: An Activity - Based Approach to Early Intervention, Fourth Edition (with J. Johnson & N. Rahn; Paul H. Brookes Publishing Co., 2015) and An Activity - Based Approach to Developing Young Children's Social Emotional Competence (with J. Squires; Paul H. Brookes Publishingintervention approaches has been summarized in two volumes: An Activity - Based Approach to Early Intervention, Fourth Edition (with J. Johnson & N. Rahn; Paul H. Brookes Publishing Co., 2015) and An Activity - Based Approach to Developing Young Children's Social Emotional Competence (with J. Squires; Paul H. Brookes PublishingIntervention, Fourth Edition (with J. Johnson & N. Rahn; Paul H. Brookes Publishing Co., 2015) and An Activity - Based Approach to Developing Young Children's Social Emotional Competence (with J. Squires; Paul H. Brookes Publishing Co., 2007).

The intervention group showed significant gains in social competence at varying times.

The presenter will discuss how we use instruction, assessment, progress monitoring, and targeted intervention to ensure that all children are developing academic, behavioral, and social competence.

While the headlines may have been surprising to the general public, they were not surprising to early childhood researchers, who have become increasingly concerned about the need to identify effective interventions for promoting very young children's social emotional competence and addressing challenging behavior.

There was also a significant increase in social competence scores when examining the seventh - grade intervention group, but only for girls.

During this one - hour webinar, the presenter will describe how DIAL ™ -4 data are used to identify the early intervention and support that will enable a child to develop academic, behavioral, and social competence.

The posttest measures of social competence were significantly higher in the sixth - grade intervention group than in their comparison group.

Based on the social competence theory, the aggression management model suggests intervening early in the cascade of aggression, in order to prevent further escalation and reduce the need for intrusive interventions.

Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach (abstract).

ME is a theoretically derived, teacher - taught universal preventive intervention that focuses on facilitating the development of social and emotional competence and positive emotions, and has as its cornerstone daily lessons in which students engage in mindful attention training (three times a day).

The intervention group showed improved social competence and less aggressive behavior.

Theoretical issues linking mindful attention awareness to social and emotional competence and implications for the development of school - based interventions are discussed.

This classroom - based intervention is geared toward the development of social — emotional competence among youth using «mindful attention» training which refers to bringing one's complete attention to the present experience.

In fact, disabled children often require systematic and individually planned interventions or teaching strategies to promote peer - related social competence, and a key feature that determines the success of these interventions is access to a socially competent group.

The National Center for Pyramid Model Innovations (NCPMI) assists states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs to support social, emotional, and behavioral outSocial Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs to support social, emotional, and behavioral outsocial, emotional, and behavioral outcomes.

Social competence in the schools: Toward an integrative developmental model for intervention