Empirically valid strategies to improve social and emotional competence of preschool children
By P. McCabe, M. Altamura. 2011
197 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education, Pediatrics, Perinatology and Child Health
View Paper: https://www.semanticscholar.org/paper/21711c182efe7fc26062effdd0a53135cab52d1c
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
- M. Conroy
- P. Tolan
- K. Sutherland
- James Algina
- Katherine M. Ross
- Kelly Whalon
- Terrance M. Scott
- Regina G. Hirn
In Education
- M. Conroy
- P. Tolan
- K. Sutherland
- James Algina
- Katherine M. Ross
- Kelly Whalon
- B. Cavanaugh
- Brandi Simonsen
Citations in the corpus
- Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes (2015, background): “Thus, secure relationships can form with teachers through sustained positive teacher–child interactions and can serve as a foundation for future academic and social/emotional development (P. McCabe & Altamura, 2011).”
- Toward an integrated approach to positive development: Implications for intervention (2016, background): “Behavioral practice is another important intervention component: children role-play and rehearse their skills, then practice applying them in different settings, such as free and structured play and small and large group settings (Corso, 2007; McCabe & Altamura, 2011).”