Resource Type:
Instruments
Publisher(s):
Social Skills Rating 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.
African American and Puerto Rican American parenting styles, paternal involvement, and Head Start children's social competence
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The impact of inclusion on language development and social competence among preschoolers with disabilities
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Fathers' and mothers' parenting behavior and beliefs as predictors of children's social adjustment in the transition to school
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The effect of gender on children's social behavior in a limited resource situation: An observational study
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Predictors of father and father figure involvement in pre-kindergarten Head Start
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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
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Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care
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Multirater congruence on the social skills rating system: Mother, father, and teacher assessments of urban Head Start children's social competences
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Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care
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Smart Start and preschool child care quality in NC: Change over time and relation to children's readiness
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Relations between the everyday activities of preschoolers and their teachers' perceptions of their competence in the first years of school
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Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables
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Third national Even Start evaluation: Program impacts and implications for improvement
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Development and validation of a measure to assess Head Start children's appraisals of teacher support
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Brief functional screening for transition difficulties prior to enrolment predicts socio-emotional competence and school adjustment in Head Start preschoolers
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Primary prevention with children at risk for emotional or behavioral disorders: Data on a universal intervention for Head Start classrooms
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Head Start children finishing first grade: Preliminary data on school identification of children at risk for special education
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Emotions and behaviors in the Head Start classroom: Associations among observed dysregulation, social competence, and preschool adjustment
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Proactive screening for emotional/behavioral concerns in Head Start preschools: Promising practices and challenges in applied research
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Increasing peer-directed social communication skills of children enrolled in Head Start
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Observations and ratings of preschool children's social behavior: Issues of representativeness and validity
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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? [Abridged]
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Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development
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Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development [Abridged]
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Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care
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Child care choices: A longitudinal study of children, families and child care in partnership with policy makers
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Effects of a family literacy program on low-literate children and their parents: Findings from an evaluation of the Even Start family literacy program
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Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care
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Social risk and protective child, parenting, and child care factors in early elementary school years
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Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial
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Examination of Head Start children's social competence and social cognitions after participating in a universal violence prevention program
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Head Start children with a putative diagnosis of ADHD: A four-year follow-up of special education placement
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Special education placements among former Head Start children in kindergarten: A descriptive multi-site study
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The effects of targeted positive behavior support strategies on preschoolers externalizing behavior
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Effects of a Head Start to elementary school transition service program on children's behavioral and cognitive outcomes: Direct, mediated, and moderated pathways
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A curriculum-based approach for social-cognitive skills training: An intervention targeting aggression in Head Start preschoolers
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A longitudinal investigation of preschoolers' Head Start experience and subsequent school readiness
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Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development
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Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement
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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten?
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Contributions of protective and risk factors to literacy and socioemotional competency in former Head Start children attending kindergarten
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Impacts of a summer learning program: A random assignment study of Building Educated Leaders for Life (BELL)
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Father involvement program effects on fathers, father figures, and their Head Start children: A quasi-experimental study
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Contextually-relevant validation of peer play constructs with African American Head Start children: Penn Interactive Peer Play Scale
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Children at the center: Promoting child development through evidence-based practice
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Play and social skills in maltreated and non-maltreated preschools during peer interactions
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Are child developmental outcomes related to before- and after-school care arrangements?: Results from the NICHD Study of Early Child Care
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Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences
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Use of different measures to identify preschoolers at-risk for emotional or behavioral disorders: Impact on gender and ethnicity
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The transition to school: Adaptation in young children with and without intellectual disability
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Does class size in first grade relate to children's academic and social performance or observed classroom processes?
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 5 report (July 1, 2005-June 30, 2006): Children's outcomes & program quality in the fifth year
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 2 report: July 1, 2002-June 30, 2003
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 3 report: July 1, 2003-June 30, 2004
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Evaluation of the North Carolina More at Four pre-kindergarten program: Children's longitudinal outcomes and classroom quality in kindergarten
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Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
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North Carolina's kindergartners & schools technical report: Addendum to the April 2001 summary report
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Evaluation of the North Carolina More at Four pre-kindergarten program year 6 report (July 1, 2006-June 30, 2007): Children's longitudinal outcomes and program quality over time (2003-2007)
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Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative
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Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences
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Contributions of children's temperament to teachers' judgments of social competence from kindergarten through sixth grade
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Associations of warmth and control of Filipina domestic helpers and mothers to Hong Kong kindergarten children?s social competence
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Access to the general education curriculum for preschoolers with disabilities: Children?s school success
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Teacher and parent expectations of preschoolers? behavior: Social skills necessary for success
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Identifying and supporting behaviours associated with co-operation, assertion and self-control in young children starting school
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From implementation to impact: An evaluation of the South Carolina First Steps to School Readiness program
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Project Early Kindergarten-Early Reading First: Evaluation report on the second year of a Saint Paul Public Schools initiative
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Project Early Kindergarten evaluation update: General overview of results through 2007-08 of a Saint Paul Public Schools initiative
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Early school transitions and the social behavior of children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study: Wave 3 overview report from the Pre-Elementary Education Longitudinal Study (PEELS)
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Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008)
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Reliability and validity of child outcome measures with culturally and linguistically diverse preschoolers: The First 5 LA Universal Preschool Child Outcomes Study spring 2007 pilot study
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Low-income mothers' private safety nets and children's socioemotional well-being
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The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes
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Los Angeles Universal Preschool programs, children served, and children's progress in the preschool year: Final report of the First 5 LA Universal Preschool Child Outcomes Study: Final report
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Pre-kindergarten child care and behavioral outcomes among children of immigrants
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Project Early Kindergarten evaluation: Results through 2008-09 of a Saint Paul Public Schools initiative
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Contributing factors to South Korean early childhood educators' strategies for addressing children's behaviors
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Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum
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Teacher support as a buffer between interparental conflict and child social skills
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Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade
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Strengthening families in Head Start: The impact of a parent education programme on the emotional well-being of Latino families
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Antecedents and correlates of the popular-aggressive phenomenon in elementary school
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Examining different forms of implementation and in early childhood curriculum research
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Preschoolers at risk of developing concurrent academic and behavioral difficulties
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Preschool to kindergarten: The role of preschool social competence in the transition to kindergarten
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Project Early Kindergarten evaluation: Results through 2009-10 of a Saint Paul Public Schools initiative
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Shared-reading versus oral storytelling: Associations with preschoolers' prosocial skills and problem behaviours
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Children's individual experiences in early care and education: Relations with overall classroom quality and children's school readiness
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Crystal Stairs, Inc. License Exempt Assistance Project "Community Pre-K" evaluation report: Year 1 (2007-2008)
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Factors associated with South Korean early childhood educators' observed behavior support strategies
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Are approaches to learning in kindergarten associated with academic and social competence similarly?
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A strategy to increase the social interactions of 3-year-old children with disabilities in an inclusive classroom
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Patterns of school readiness among Head Start children: Meaningful within-group variability during the transition to kindergarten
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Do time in child care and peer group exposure predict poor socioemotional adjustment in Norway?
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New evidence on the validity of the Arnett Caregiver Interaction Scale: Results from the Early Childhood Longitudinal Study-Birth Cohort
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The long-term effects on children and adolescents of a policy providing work supports for low-income parents
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Can preschool socioeconomic composition moderate relationships between family environment and Chinese children's early academic and social outcomes?
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Links between preschool children's social skills and observed pretend play in outdoor childcare environments
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Using bifactor models to measure teacher-child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale
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Exploring teachers' depressive symptoms, interaction quality, and children's social-emotional development in Head Start
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Comparing public, private, and informal preschool programs in a national sample of low-income children
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Predicting growth trajectories in early academic learning: Evidence from growth curve modeling with Head Start children
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Classroom age composition and the school readiness of 3- and 4-year-olds in the Head Start program
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Peer interaction in rural preschool classrooms: Contributions of children's learning-related behaviors, language and literacy skills, and problem behaviors
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Early childhood mental health consultation: Results of a statewide random-controlled evaluation
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The effects of Head Start duration on the behavioral competence of socially disadvantaged children
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The effectiveness of two universal behavioral supports for children with externalizing behavior in Head Start classrooms
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Body mass index mediates the effects of low income on preschool children's executive control, with implications for behavior and academics
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Genetic moderation of early child-care effects on social functioning across childhood: A developmental analysis
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The effects of spatial density on the social interaction of preschool children with disabilities
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Communication skill building in young children with and without disabilities in a preschool classroom
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Alberta Aboriginal Head Start in Urban and Northern Communities: Longitudinal study pilot phase
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Conventional and piecewise growth modeling techniques: Applications and implications for investigating Head Start children's early literacy learning
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An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development
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A behavior-genetic study of the legacy of early caregiving experiences: Academic skills, social competence, and externalizing behavior in kindergarten
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Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten
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Project Early Kindergarten evaluation: Results through 2010-11 of a Saint Paul Public Schools initiative
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Project Early Kindergarten evaluation: Results of a longitudinal study of a Saint Paul Public Schools initiative, 2005-06 through 2011-12
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BEST in CLASS: A classroom-based model for ameliorating problem behavior in early childhood settings
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Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample
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Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders
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In the running for successful outcomes: Exploring the evidence for thresholds of school readiness
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Does child-care quality mediate associations between type of care and development?
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Getting ready for kindergarten: Children's progress during Head Start: FACES 2009 report
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Identification of disabilities and service receipt among preschool children living in poverty
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Vocabulary learning in Head Start: Nature and extent of classroom instruction and its contributions to children's learning
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Identifying family and classroom practices associated with stability and change of social-emotional readiness for a national sample of low-income children
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Mathematics instruction in Head Start: Nature, extent, and contributions to children's learning
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Effects of a multifocused prevention program on preschool children's competencies and behavior problems
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The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social-emotional development
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Language performance of low-income African American and European American preschool children on the PPVT-III
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ECE quality indicators and child outcomes: Analyses of six large child care studies
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The relationship between increases in low-income mothers' education and children's early outcomes: Variation by developmental stage and domain
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Classroom age composition and preschoolers' school readiness: The implications of classroom quality and teacher qualifications
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Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers' social and emotional competence
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Examining the relationships between behavior policies and procedures, teachers' perceptions of efficacy and job satisfaction, and children's social skills and challenging behaviors in Head Start settings
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Income and the development of effortful control as predictors of teacher reports of preschool adjustment
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Trajectories of maternal depressive symptoms, maternal sensitivity, and children's functioning at school entry
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How home gets to school: Parental control strategies predict children's school readiness
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The three dimensions of the Student-Teacher Relationship Scale: CFA validation in a preschool sample
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Improving school readiness: A multi-systemic examination of early childhood education
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Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills
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Preschool and children's outcomes in elementary school: Have patterns changed nationwide between 1998 and 2010?
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Integrative Consensus: A systematic approach to integrating comprehensive assessment data for young children with behavior problems
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Marital status, home environments, and family strain: Complex effects on preschool children's school readiness skills
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Preschool and kindergarten teachers' beliefs about early school competencies: Misalignment matters for kindergarten adjustment
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National profiles of school readiness skills for Head Start children: An investigation of stability and change
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Student characteristics as predictors of teachers' implementation of a kindergarten readiness program
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The association between preschool children's social functioning and their emergent academic skills
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A quantitative study of Head Start children's strengths, families' perspectives, and teachers' ratings in the transition to kindergarten
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Preschool-age problem behavior and teacher-child conflict in school: Direct and moderation effects by preschool organization
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Quality rating and improvement systems: Secondary data analyses of psychometric properties of scale development
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Are all Head Start Classrooms created equal?: Variation in classroom quality within Head Start centers and implications for accountability systems
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Preschool teachers' transition practices and parents' perceptions as predictors of involvement and children's school readiness
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School readiness of children with language impairment: Predicting literacy skills from pre-literacy and social-behavioural dimensions
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Early physical health problems as developmental liabilities for school readiness: Associations with early learning contexts and family socioeconomic status
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Classroom language contexts as predictors of Latinx preschool dual language learners' school readiness
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Childcare experiences and early school outcomes: The mediating role of executive functions and emotionality
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Living with a grandparent and parent in early childhood: Associations with school readiness and differences by demographic characteristics
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Is full day better than half day?: A propensity score analysis of the association between Head Start program intensity and children's school performance in kindergarten
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Child and family outcomes during the Head Start year: FACES 2014-2015 data tables and study design
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An evaluation of graduates of a toddlerhood home visiting program at kindergarten age
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Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children
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Psychometric analyses of child outcome measures with American Indian and Alaska Native preschoolers: Initial evidence from AI/AN FACES 2015: Technical report
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Partnering to encourage transfer of learning: Providing professional development follow-up supports to Head Start teachers
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Do academic preschools yield stronger benefits?: Cognitive emphasis, dosage, and early learning
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Trajectories of parental involvement in home learning activities across the early years: Associations with socio-demographic characteristics and children's learning outcomes
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Associations between publicly funded preschool and low-income children's kindergarten readiness: The moderating role of child temperament
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Two-year versus one-year Head Start program impact: Addressing selection bias by comparing regression modeling with propensity score analysis
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An implementation science framework for conceptualizing and operationalizing fidelity in early childhood intervention studies
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Preparing the future workforce: Early care and education participation among children of immigrants
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Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants
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Privileging the participant: The importance of sub-group analysis in social welfare evaluations
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Preschool and children's outcomes in elementary school: Have patterns changed nationwide between 1998 and 2010?
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Impacts of teacher-child managed whole-group language and literacy instruction on the depth of preschoolers' social interaction
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Proximal processes in the school readiness of Head Start children from immigrant families: Contributions of region of origin and the home learning environment
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Head Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilities
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Teacher decision factors that lead to preschool expulsion: Scale development and preliminary validation of the Preschool Expulsion Risk Measure
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Examining the benefits of participation in BOKS for K-3rd grade children in an urban school district
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Investigating the relation between kindergarten preparation and child socio-behavioral school outcomes
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Late talkers: A population-based study of risk factors and school readiness consequences
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A year in Head Start: Findings from FACES 2014 on children's progress toward school readiness during the 2014-2015 program year
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Exploring factors that support the kindergarten transition patterns of Latino boys
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Impacts of social-emotional curricula on three-year-olds: Exploratory findings from the Head Start CARES demonstration
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Caregiver responsiveness during preschool supports cooperation in kindergarten: Moderation by children's early compliance
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Effect of classroom language diversity on Head Start ELL and non-ELL children’s social-emotional development
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School-readiness profiles of children with language impairment: Linkages to home and classroom experiences
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Boosting school readiness: Should preschool teachers target skills or the whole child?
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Transitioning across systems: Head Start and elementary school coordination efforts to enhance low-income children's academic and social success in kindergarten
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Descriptive data on Head Start children and families from FACES 2014: Fall 2014 data tables and study design
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Teacher (mis)perceptions of preschoolers' academic skills: Predictors and associations with longitudinal outcomes
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Descriptive data on Region XI Head Start children and families: AI/AN FACES Fall 2015-Spring 2016 data tables and study design
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Using the Early Childhood Environment Rating Scale-Revised in high stakes contexts: Does evidence warrant the practice?
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Early childcare and family experiences predict development of prosocial behaviour in first grade
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The evaluation of a three-tier model of positive behavior interventions and supports for preschoolers in Head Start
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Latino children's academic and behavioral trajectories in early elementary school: Examining home language differences within preschool types
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Quality of childcare and school readiness of children in poverty: A South Korean study
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More than words: The relations between teacher-child interactions, classroom context, and Latino DLLs' school readiness
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Understanding Head Start children and families in spring 2020: FACES 2019 descriptive data tables and study design
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Exploring the associations of the Pre-K CLASS with children’s school readiness in FACES 2014: Associations for subgroups and thresholds of quality
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Family routines and practices that support the school readiness of young children living in poverty
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Supporting Spanish-English DLLs in Head Start: Peer language match, instructional language match, emotional support as predictors of approaches to learning and social skills
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Exploring variability in social and behavioral adjustment among children in Head Start experiencing homelessness
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Pre‐K attendance and social development: The moderating role of kindergarten classroom experiences
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Can early childhood education be compensatory? Examining the benefits of child care among children who experience neglect
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Teacher turnover and residential instability: Exploring joint and contextual associations with child behavior
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Teachers, afterschool program staff, and mothers: Relationships with key adults and children’s adjustment in early elementary school
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Intersectional typologies of children with cultural minority backgrounds: Relation to school readiness in Head Start
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A closer look at teacher-child relationships and classroom emotional context in preschool
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Kindergarten readiness profiles of rural, Appalachian children from low-income households
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Head Start’s Family Services: Promoting the outcomes of low-income children and families
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Differential impacts of the Incredible Years-Teacher Classroom Management program based on young children’s risk profiles
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- Related Studies
NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States]
NICHD Study of Early Child Care and Youth Development: Phase II, 1995-1999 [United States]
NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States]
NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States]
Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007
National Evaluation of Welfare-to-Work Strategies (NEWWS)
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A quality rating and improvement system for Connecticut: QRIS Workgroup final report: June 2014
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Multirater congruence on the social skills rating system: Mother, father, and teacher assessments of urban Head Start children's social competences
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