Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum
By C. Domitrovich, Rebecca C. Cortes, Mark T. Greenberg. Journal of Primary Prevention, 2007
953 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/34b1916eef491e11f901483fc2543f0ce54f5ab3
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
- Megan M. McClelland
- Shauna L. Tominey
- C. Domitrovich
- C. Webster-Stratton
- S. Denham
- K. Dodge
- M. Jamila Reid
- M. Stoolmiller
In Education
- Megan M. McClelland
- Mark T. Greenberg
- Shauna L. Tominey
- S. Denham
- C. Domitrovich
- Clancy Blair
- K. Bierman
- Roberta Michnick Golinkoff
Citations in the corpus
- Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, methodology): “The Preschool PATHS Curriculum (Domitrovich et al., 2007) was used to foster social–emotional skill development.”
- Impact Findings from the Head Start Cares Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence (2014, neutral): “Domitrovich et al. (2009). REDI is an acronym for Research-based, Developmentally Informed.”
- “I Know How You Feel”: Preschoolers’ emotion knowledge contributes to early school success (2015, background): “Programs that focus on emotion knowledge have already been created and evaluated, showing positive effects on preschoolers’ emotion knowledge over time periods of one academic year (Domitrovich et al., 2007; Izard et al., 2008; Webster-Stratton et al., 2008).”
- Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool (2011, background): “Children participating in the PATHS treatment group were rated more socially competent by parents and teachers than were children in the control group (Domitrovich, Cortes, & Greenberg, 2007 ).”
- Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. (2008, background): “Instead, most have relied on teacher self-report behavior ratings to measure changes (Domitrovich et al., 2006; Lynch, Geller, & Schmidt, 2004).”