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Current Filters: Resource Type:Literature Review [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Being part of the peer group: A literature study focusing on the social dimension of inclusion in education
Koster, Marloes, March 2009
International Journal of Inclusive Education, 13(2), 117-140

An identification of definitions of social participation, social integration, and social inclusion in research from six volumes of three special needs journals published between 2000 and 2005 and the documents in two electronic databases

Literature Review


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Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential
Joseph, Gail E., 2003
Topics in Early Childhood Special Education, 23(2), 62-73

A literature review describing the efficacy of eight comprehensive social–emotional curricula for children under 6 years of age

Literature Review


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Early intervention with children at risk of emotional/behavioral disorders: A critical examination of methodology and practices
Hester, Peggy P., November 2003
Education and Treatment of Children, 26(4), 362-381

A review of research of early intervention programs and practices aimed at young children at risk of emotional and behavioral disorders, examining conduct of intervention (participants' ages, types of measures, effectiveness) as well as a discussion of suggestions for future research

Literature Review


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The evidence base for mental health consultation in early childhood settings: Research synthesis addressing staff and program outcomes
Brennan, Eileen M., November 2008
Early Education and Development, 19(6), 982-1022

An overview of 26 studies on the influence of mental health consultancy services on global quality of early childhood settings and the abilities of staff in the promotion of children’s social development and the management of problem behaviors

Literature Review


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The impact of after-school programs that promote personal and social skills
Durlak, Joseph A., 2007
Chicago: Collaborative for the Advancement of Social and Emotional Learning.

A meta-analysis of research on the impact of after school programs that target personal and social skills on children's personal and social development

Literature Review


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A meta-analysis of classroom-wide interventions to build social skills: Do they work?
January, Alicia M., June, 2011
School Psychology Review, 40(2), 242-256

A meta-analysis of research on classroom-wide interventions for the improvement of social skills, based on data from 28 peer-reviewed journal articles published between 1981 and 2007

Literature Review


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Meta-analysis of the effects of early education interventions on cognitive and social development
Camilli, Gregory, March 2010
Teachers College Record, 112(3), 579-620

A study of the effects of early childhood interventions on children's cognitive development, social development, and school progress, based on a meta-analysis of 123 comparative quasi-experimental and randomized studies published between 1960 and 2000

Literature Review


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Social-emotional competence as support for school readiness: What is it and how do we assess it?
Denham, Susanne A., 2006
Early Education and Development, 17(1), 57-89

A review of research and available measures of children's socio-emotional outcomes, and a discussion of available assessment tools that meet assessment best practice criteria

Literature Review


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The socio-emotional effects of non-maternal childcare on children in the USA: A critical review of recent studies
Jacob, Jenet I., July 2009
Early Child Development and Care, 179(5), 559-570

An exploration of the influence of time spent in non-maternal care on children's socioemotional development, based on a review of research published between 1998 and 2006

Literature Review


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Using an ecological framework for understanding and treating externalizing behavior in early childhood
Stacks, Ann M., 2005
Early Childhood Education Journal, 32(4), 269-278

A literature review that used Bronfenbrenner's ecological framework to discuss factors related to preschool children's externalizing behavior problems

Literature Review


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Young children with challenging behavior: Function-based assessment and intervention
Wood, Brenna K., August 2009
Topics in Early Childhood Special Education, 29(2), 68-78

An inquiry into the use of functional behavior assessments (FBA) in the development of interventions for children with behavior problems, based on a review of research on assessments of and interventions for children aged 7 and younger with behavior problems

Literature Review


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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