Child Care and Early Education Research Connections
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Social Skills Improvement System
Resource Type:
Instruments
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.
The transition to kindergarten for children with and without disabilities: An investigation of parent and teacher concerns and involvement
Cumulative risk, the mother-child relationship, and social-emotional competence in Latino Head Start children
First Step to Success: Applications to preschoolers at risk of developing autism spectrum disorders
Social competence and oral language development for young children of Latino immigrants
Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study
Children's outcomes through first grade: Findings from year 3 of Georgia's Pre-K Longitudinal Study
Examining the effects of parent training on parent-child interactions and child behavior
Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
Comparisons among quality measures in child care settings: Understanding the use of multiple measures in North Carolina's QRIS and their links to social-emotional development in preschool children
CAP Family Life Study: Year 2 report: September 30, 2011-September 29, 2012
The impact of transitional kindergarten on California students: Final report from the Study of California's Transitional Kindergarten Program
Children's kindergarten outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2013-2014 statewide evaluation
Adverse childhood experiences and children’s development in early care and education programs
Examining the validity of the ECERS-R: Results from the German National Study of Child Care in Early Childhood
Final report: The evaluation of the WINGS after-school social-emotional program for at-risk urban children
Evaluating the implementation of the Pyramid Model for Promoting Social-Emotional Competence in early childhood classrooms
Teacher competence of delivery of BEST in CLASS as a mediator of treatment effects
The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California's transitional kindergarten program
Effects of the First Step to Success intervention on preschoolers with disruptive behavior and comorbid anxiety problems
The effects of Positive Action on preschoolers' social-emotional competence and health behaviors
Children's outcomes through second grade: Findings from year 4 of Georgia's Pre-K Longitudinal Study
The transition to kindergarten: Predicting socio-behavioral outcomes for children with and without disabilities
Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
Predictive role of classroom management in literacy development in preschool children at risk of EBD
Discrepancies in parent and teacher ratings of low-income preschooler's social skills
Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS
A randomized controlled evaluation of Prevent-Teach-Reinforce for Young Children
Children's outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2012-2013 statewide evaluation
Effects of Georgia's Pre-K Program on children's school readiness skills: Findings from the 2012-2013 evaluation study
Improving low-income preschoolers' theory of mind: A training study
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Kindergarten impacts of the Pennsylvania Pre-K Counts program: A statewide evaluation
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
Children's pre-k outcomes and classroom quality in Georgia's Pre-K Program: Findings from the 2013-2014 evaluation study
Children's outcomes and classroom quality from pre-k through kindergarten: Findings from year 2 of Georgia's Pre-K Longitudinal Study
Effects of the North Carolina Pre-Kindergarten Program: Findings through pre-k of a small-scale RCT study: 2017-2018 statewide evaluation
Associations between problem behaviors and early vocabulary skills among Hispanic dual-language learners in pre-K
A longitudinal examination of language skills, social skills, and behavior problems of preschool children from low-income families
The efficacy of a home-school intervention for preschoolers with challenging behaviors: A randomized controlled trial of Preschool First Step to Success
Early intervention for preschoolers at risk for Attention Deficit/Hyperactivity Disorder: Preschool First Step to Success
Report on the federal Preschool Expansion Grant
Longitudinal Study of Georgia’s Pre-K Program: Third grade report
Impact of California's transitional kindergarten program, 2013-14
Children's pre-k experiences and outcomes in the North Carolina pre-kindergarten program: 2014-2015 statewide evaluation
Effects of participation in the North Carolina pre-kindergarten program at the end of kindergarten: 2015-2016 statewide evaluation
Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis
Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten
A classroom-wide model for promoting social emotional development & addressing challenging behavior in preschool children
Preschool and child-care expulsion: Is it elevated for autistic children?
Quality Early Education System: Year 1 evaluation report
Quality Early Education System: Year 2 evaluation report
Quality Early Education System: Year 3 evaluation report
Preliminary examination of the reliability and validity of the teacher rating Scale of Social Competence and School Adjustment for preschool and kindergarten children
Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels
Examining the effects of internal versus external coaching on preschool teachers’ implementation of a framework of evidence-based social-emotional practices
Enrollment in pre-k and children’s social–emotional and executive functioning skills: To what extent are associations sustained across time?
Universal screening in early childhood populations: A systematic review
Building foundations for friendship: Preventing bullying behavior in preschool
Associations between social skills, inattention, and English vocabulary skills of preschool Latinx dual language learners
Promoting inclusion in preschool with program-wide positive behavior supports
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