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Social Competence and Behavior Evaluation-30
Resource Type:
Instruments
Date Issued:
December, 1996
Alternative Title:
SCBE-30
Journal Title:
Psychological Assessment
Journal Notes:
In Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30)
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Social Competence and Behavior Evaluation
Minn-LInK/CEED data partnership feasibility study: MELF evaluation report
Hierarchical models of social competence in preschool children: A multisite, multinational study
Parent engagement and school readiness: Effects of the Getting Ready intervention on preschool children's social-emotional competencies
Measuring competence and dysfunction in preschool children: Source agreement and component structure
"No-o-o-o peeking": Preschoolers' executive control, social competence, and classroom adjustment
"I know how you feel": Preschoolers' emotion knowledge contributes to early school success
Cumulative risk, the mother-child relationship, and social-emotional competence in Latino Head Start children
Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes
The relationship between emotion knowledge, emotion regulation and adjustment in preschoolers: A mediation model
Validation of the QRIS YoungStar rating scale: Report 2: Wisconsin Early Child Care Study findings on the validity of YoungStar rating for children's school readiness
Improving social competence through emotion knowledge in 2-year-old children: A pilot study
The moderating role of internalising negative emotionality in the relation of self-regulation to social adjustment in Italian preschool-aged children
Enhancing self-regulation as a strategy for obesity prevention in Head Start preschoolers: The Growing Healthy study
Social and emotional information processing in preschoolers: Indicator of early school success?
Links among Italian preschoolers' socioemotional competence, teacher-child relationship quality, and peer acceptance
Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program
Teachers' perceptions of emotional intelligence and social-emotional learning: Students' emotional and behavioral difficulties in U.S. and Greek preschool classrooms
Children's representations of relationships with mothers, teachers, and friends, and associations with social competence
Developmental trajectories of children's social competence in early childhood: The role of the externalizing behaviors of their preschool peers
The Mommy and Me Play Program: A live-action modeling play intervention for African American preschool families
Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents
Assessing social competence and behavior problems in a sample of Italian preschoolers using the Social Competence and Behavior Evaluation scale
Evaluation of Indiana's Early Education Matching Grant program: 2014-15
Computerized social-emotional assessment measures for early childhood settings
Preschoolers' emotion expression and regulation: Relations with school adjustment
Shyness, child-teacher relationships, and socio-emotional adjustment in a sample of Italian preschool-aged children
Characteristics associated with parent-teacher concordance on child behavior problem ratings in low-income preschoolers
Parent involvement in the Getting Ready for School intervention is associated with changes in school readiness skills
Associations between preschoolers' social-emotional competence and preliteracy skills
The role of emotion knowledge in the links between shyness and children's socio-emotional functioning at preschool
Evaluation of Rhode Island's BrightStars Child Care Center and Preschool Quality Framework
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Quantity of group child care, behavior problems, and prosocial behaviors: A study with Portuguese preschoolers
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social-emotional outcomes
Enhancing social-emotional well-being in young children through improving teachers' social-emotional competence and curriculum design in Hong Kong
Improving self-regulation for obesity prevention in Head Start: A randomized controlled trial
Early education of dual language learners: An efficacy study of the Nuestros Ninos School Readiness professional development program
Factors associated with the social competence and emotional well-being among young children in an Asian urban city
Parent Aware: Minnesota's quality rating and improvement system: Initial validation report
Differences in the early care and education needs of young children involved in child protection
A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms
Teacher-child racial congruence and young children's preschool adjustment
Promoting preschoolers’ social and emotional competencies through emotion-focused teaching
Like your students, like their families? Teacher perceptions and children’s socio-emotional-behavioral functioning
Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Preschool teachers’ emotion socialization and child social-emotional behavior in two countries
Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child-driven effects
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