Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention

By M. Hemmeter, M. Ostrosky, L. Fox. 2006

320 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d0b46559b40827c4aeefbf9a7b8989ca9789de26

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. G. Dunlap
4. Patricia A. Snyder
5. C. Raver
6. Douglas Fuchs
7. Lynn S. Fuchs
8. Christine Li Grining

In Education

1. L. Fox
2. Lynn S. Fuchs
3. M. Hemmeter
4. Patricia A. Snyder
5. Douglas Fuchs
6. G. Dunlap
7. C. Raver
8. K. Diamond

Citations in the corpus

• Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, background): “115 Brown, Odom, and Conroy (2001); Hemmeter, Ostrosky, and Fox (2006).”
• Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors (2010, methodology): “Our intervention program, the Chicago School Readiness Project (CSRP), is one example that draws from education and early intervention research (Hamre & Pianta, 2005; Hemmeter et al., 2006; Silver, Measelle, Armstrong, & Essex, 2005; Zaslow et al., 2006).”
• Response to Intervention and the Pyramid Model (2009, methodology): “The adoption of the Pyramid Model as an RtI within an early childhood program requires an infrastructure of systems and supports to ensure that practitioners can implement the model with fidelity and that the model becomes fully integrated into the program (Fox & Hemmeter, 2009; Hemmeter et al., 200”
• Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children? (2012, background): “There is some empirical evidence about the effectiveness and implementation of these programs to teach social skills to young children and prevent or address challenging behavior; the strength of the evidence varies by program or approach (Hemmeter et al. 2006).”
• Toward an integrated approach to positive development: Implications for intervention (2016, background): “With this advance has come additional specification of the relation of affective, cognitive, and behavioral aspects of social competencies (e.g., Teaching Pyramid, Hemmeter & Fox, 2006).”