Social Skills Improvement System
- Related Resources
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
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Cumulative risk, the mother-child relationship, and social-emotional competence in Latino Head Start children
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First Step to Success: Applications to preschoolers at risk of developing autism spectrum disorders
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Social competence and oral language development for young children of Latino immigrants
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Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study
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Children's outcomes through first grade: Findings from year 3 of Georgia's Pre-K Longitudinal Study
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Examining the effects of parent training on parent-child interactions and child behavior
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Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
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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
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The impact of transitional kindergarten on California students: Final report from the Study of California's Transitional Kindergarten Program
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Children's kindergarten outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2013-2014 statewide evaluation
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Adverse childhood experiences and children’s development in early care and education programs
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Examining the validity of the ECERS-R: Results from the German National Study of Child Care in Early Childhood
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Final report: The evaluation of the WINGS after-school social-emotional program for at-risk urban children
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Evaluating the implementation of the Pyramid Model for Promoting Social-Emotional Competence in early childhood classrooms
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Teacher competence of delivery of BEST in CLASS as a mediator of treatment effects
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The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California's transitional kindergarten program
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Effects of the First Step to Success intervention on preschoolers with disruptive behavior and comorbid anxiety problems
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The effects of Positive Action on preschoolers' social-emotional competence and health behaviors
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Children's outcomes through second grade: Findings from year 4 of Georgia's Pre-K Longitudinal Study
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The transition to kindergarten: Predicting socio-behavioral outcomes for children with and without disabilities
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Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
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Predictive role of classroom management in literacy development in preschool children at risk of EBD
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Discrepancies in parent and teacher ratings of low-income preschooler's social skills
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Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS
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A randomized controlled evaluation of Prevent-Teach-Reinforce for Young Children
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Children's outcomes and program quality in the North Carolina Pre-Kindergarten Program: 2012-2013 statewide evaluation
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Effects of Georgia's Pre-K Program on children's school readiness skills: Findings from the 2012-2013 evaluation study
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Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
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Kindergarten impacts of the Pennsylvania Pre-K Counts program: A statewide evaluation
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Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
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Children's pre-k outcomes and classroom quality in Georgia's Pre-K Program: Findings from the 2013-2014 evaluation study
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Children's outcomes and classroom quality from pre-k through kindergarten: Findings from year 2 of Georgia's Pre-K Longitudinal Study
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Effects of the North Carolina Pre-Kindergarten Program: Findings through pre-k of a small-scale RCT study: 2017-2018 statewide evaluation
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Associations between problem behaviors and early vocabulary skills among Hispanic dual-language learners in pre-K
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A longitudinal examination of language skills, social skills, and behavior problems of preschool children from low-income families
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The efficacy of a home-school intervention for preschoolers with challenging behaviors: A randomized controlled trial of Preschool First Step to Success
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Early intervention for preschoolers at risk for Attention Deficit/Hyperactivity Disorder: Preschool First Step to Success
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Children's pre-k experiences and outcomes in the North Carolina pre-kindergarten program: 2014-2015 statewide evaluation
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Effects of participation in the North Carolina pre-kindergarten program at the end of kindergarten: 2015-2016 statewide evaluation
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Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis
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Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten
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A classroom-wide model for promoting social emotional development & addressing challenging behavior in preschool children
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Preliminary examination of the reliability and validity of the teacher rating Scale of Social Competence and School Adjustment for preschool and kindergarten children
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Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels
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Examining the effects of internal versus external coaching on preschool teachers’ implementation of a framework of evidence-based social-emotional practices
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Enrollment in pre-k and children’s social–emotional and executive functioning skills: To what extent are associations sustained across time?
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Associations between social skills, inattention, and English vocabulary skills of preschool Latinx dual language learners
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Social competence of bilingual and monolingual native English speaking preschoolers: A comparison of parent and teacher perspectives
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The relations between teacher-child relationships in preschool and children's outcomes in kindergarten
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Parent and teacher ratings of Spanish-speaking Latino preschoolers’ behaviors: Validation of the Spanish parent and English teacher Conner's early childhood short forms
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The effects of systematic instruction on preschoolers’ use of stay-play-talk with their peers with social delays
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Off-task behavior as a measure of in-classroom executive function skills? Evidence for construct validity and contributions to gains in prekindergartners’ academic achievement
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- You May Also Like
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California Early Learning Quality Improvement System (CAEL QIS) Advisory Committee: 2009 interim report
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A quality rating and improvement system for Connecticut: QRIS Workgroup final report: June 2014
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