Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms-Reference-Cited by-同舟云学术

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Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms

Published:2016-08-25 Issue:2 Volume:18 Page:204-213
ISSN:1389-4986
Container-title:Prevention Science
language:en
Short-container-title:Prev Sci

Author:

McLeod Bryce D.,Sutherland Kevin S.,Martinez Ruben G.,Conroy Maureen A.,Snyder Patricia A.,Southam-Gerow Michael A.

Funder

Institute of Education Sciences (US)

Publisher

Springer Science and Business Media LLC

Subject

Public Health, Environmental and Occupational Health

Link

http://link.springer.com/content/pdf/10.1007/s11121-016-0703-y.pdf

Reference76 articles.

1. *Baker-Henningham, H., Scott, S., Jones, K., & Walker, S. (2012). Reducing child conduct problems and promoting social skills in a middle-income country: Cluster randomised controlled trial. The British Journal of Psychiatry, 201, 101-108.

2. Barbarin, O. A. (2007). Mental health screening of preschool children: Validity and reliability of ABLE. American Journal of Orthopsychiatry, 77, 402–418.

3. *Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23(3), 299-313.

4. Barton, E. E., Steed, E. A., Strain, P., Dunlap, G., Powell, D., & Payne, C. J. (2014). An analysis of classroom-based and parent-focused social–emotional programs for young children. Infants & Young Children, 27, 3–29.

5. *Beaulieu, L., Hanley, G. P., & Roberson, A. A. (2012). Effects of responding to a name and group call on preschoolers’ compliance. Journal of Applied Behavior Analysis, 45(4), 685-707.

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