Open AccessBook
Promoting Social and Emotional Development in Deaf Children: The Paths Project
Reads0
Chats0
About:
The article was published on 1993-12-01 and is currently open access. It has received 199 citations till now. The article focuses on the topics: Social change & Social skills.read more
Citations
More filters
Journal ArticleDOI
Improving young children's social and emotional competence: a randomized trial of the preschool "PATHS" curriculum.
TL;DR: After exposure to PATHS, intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers, and teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls.
Journal ArticleDOI
The Prevention of Mental Disorders in School-Aged Children: Current State of the Field
TL;DR: This review identifies and describes 34 universal and targeted interventions that have demonstrated positive outcomes under rigorous evaluation and makes recommendations based on these characteristics for policy and practice in school- and communitybased prevention of childhood psychopathology.
Journal ArticleDOI
Promoting emotional competence in school-aged children: The effects of the PATHS curriculum
TL;DR: This article examined the effectiveness of the PATHS (Promoting alternative thinking strategies) curriculum for the emotional development of school-aged children and found that the intervention was effective for both low-and high-risk (special needs) children in improving their range of vocabulary and fluency in discussing emotional experiences, their efficacy beliefs regarding the management of emotions, and their developmental understanding of some aspects of emotions.
Journal ArticleDOI
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families.
TL;DR: Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills.
Journal ArticleDOI
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program
TL;DR: The importance of further study of the Neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions are discussed.