Comprehensive Evidence-Based Social—Emotional Curricula for Young Children

By Gail E. Joseph, P. Strain. 2003

222 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/15a93c63543d057bca66ea306e0ef49cbb3d7d46

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. L. Fox
2. M. Hemmeter
3. Patricia A. Snyder
4. G. Dunlap
5. R. Horner
6. S. Denham
7. E. Barton
8. M. Ostrosky

In Education

1. L. Fox
2. M. Hemmeter
3. Patricia A. Snyder
4. G. Dunlap
5. S. Denham
6. M. Ostrosky
7. Jesus Alfonso D. Datu
8. Hui Li

In Social Psychology

1. L. Fox
2. G. Dunlap
3. S. Denham
4. R. Horner
5. M. Hemmeter
6. Jesus Alfonso D. Datu
7. G. Sugai

Citations in the corpus

• Lessons Learned about the Utility of Social Validity (2012, background): “…past several years, the Incredible Years (IY) caregiver-training program has emerged as an empirically supported, evidence-based curriculum for caregivers of children with challenging behaviors, including children at-risk for or with disabilities (Joseph & Strain, 2003; Webster- Stratton, 2008).”
• Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children? (2012, background): “Joseph and Strain’s (2003) review of the efficacy of eight”
• Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships (2007, background): “A detailed review of such programming and extant early childhood assessment tools for emotional and social competence can be found in Denham and Burton (2003; see also Joseph & Strain, 2003).”
• Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers (2006, background): “Joseph and Strain (2003) evaluated efficacy data for a number of social-emotional curricular packages aimed at young children and, of the 8 curricula reviewed, found a high level of evidence for only 2 programs (Walker et al., 1998; Webster-Stratton, 1990), with lesser evidence supporting the effec”
• Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence (2011, background): “Social skills curricula might be implemented systematically with some children as part of secondary prevention in the Teaching Pyramid Model (Joseph & Strain, 2003).”
• The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers (2006, unknown): “…has recently led to numerous applied prevention and intervention efforts towards increasing the social and emotional skills of preschoolers in classroom settings (Chesebrough, King, Gullotta, & Bloom, 2004; Denham & Burton, 2003; Denham & Weissberg, 2004; Hyson, 2004; Joseph & Strain, 2003).”
• Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum (2009, background): “However, social and emotional competencies do not unfold automatically; rather they are strongly influenced by the child’s early learning environment ( Joseph and Strain 2003 ).”
• Assessment and Implementation of Positive Behavior Support in Preschools (2007, background): “However, preschool teachers continue to note children's challenging behavior as their biggest concern (Alkon, Ramler, & MacLennan, 2003; Joseph & Strain, 2003 ).”
• Function-Based Interventions for Children With Challenging Behavior (2011, background): “…of children who are at risk of developing challenging behavior and children who have social-emotional delays by use of an evidence-based social skills curricula (Joseph & Strain, 2003) and the delivery of intentional and systematic instruction (Brown, Odom, & McConnell, 2008; Vaughn et al., 2003).”
• A Meta-Analysis of Classroom-Wide Interventions to Build Social Skills: Do They Work? (2011, background): “For a program to be most successful, social skills should be developed on a daily basis (Joseph & Strain, 2003).”
• “Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, unknown): “…et al., 2008; Bierman, Nix, et al., 2008; Denham & Burton, 1996; Domitrovich, Cortes, & Greenberg, 2007; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, in press; Frey, Hirschstein, & Guzzo, 2000; Greenberg & Kusché, 2006; Joseph & Strain, 2003; Webster-Stratton, Reid, & Stoolmiller, 2008).”
• Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “Some studies have examined the effects of early childhood programs in promoting children’s SEC (e.g., Joseph & Strain, 2003; Preschool Curriculum Evaluation Research Consortium [PCERC], 2008), and yet their findings have been inconclusive.”
• Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention (2006, background): “The third component of the Teaching Pyramid focuses on strategies for teaching skills such as these (Joseph & Strain, 2003; Webster-Stratton, 1999).”