Are Classroom-Level Benefits of the Chicago School Readiness Project Sustained Across Time and Across Types of Classrooms?
Presenters: Stephanie M. Jones, Fordham/Harvard University; C. Cybele Raver, New York University Authors: Stephanie M. Jones, Fordham/Harvard University ; Christine Li-Grining, Loyola University Chicago; Fuhua Zhai, C. Cybele Raver, New York University The Chicago School Readiness Project sought to improve low-income preschool-aged children’s school readiness through changes in children’s emotional and behavioral regulation skills. Teachers were trained to respond in proactive ways to support children’s regulation and to limit disruptive behavior. Teacher training was further supported with coaching and one-on-one services by a mental health consultant. PAPER SYMPOSIUM: Prevention and Intervention to Promote Prosocial Behavior Chair: Tammy Mann PAPER One: Promoting Social and Emotional Learning in Early Childhood: Learning from the PATHS Curriculum Presenter: Mark T. Greenberg, Pennsylvania State University Authors: Mark T. Greenberg, Celene Domitrovich, Karen Bierman, Pennsylvania Sta
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