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Pre- and post-test data from infant and mothers who completed an adapted evidence-based early childhood intervention program (Play and Learning Strategies [PALS]) for use on the internet (Infant Net) were assessed to explore changes in parenting (i.e., depression, sensitive and responsive interac

In great demand are efficient mechanisms for delivery of evidence-based interventions for promoting social-emotional development and early positive behavior of all children, and especially for those with or at risk for disabilities.

Survey data from a larger prospective study were utilized to examine how emotion regulation influenced externalizing behaviors of children over time and whether children’s social skills influenced peer ratings of acceptance.

A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7.

School administrators, counselors, and teachers participated in focus groups to give their perspective on the effects of parental deployment on children’s social and emotional functioning at school.

PURPOSE: Since 2001, many military families have experienced multiple and extended deployments.

Survey data were utilized to examine the impact of parental combat deployments, parental distress, and cumulative duration of parent deployment on child adjustment (i.e., internalizing, externalizing, depression, and anxiety) in families with currently deployed and recently returned Service membe

Objective: Given the growing number of military service members with families and the multiple combat deployments characterizing current war time duties, the impact of deployments on military children requires clarification.

Youth, parents and guardian, and school staff reports were used to explore key design features and qualities of after-school programs that foster school connectedness, (i.e., the degree to which youth feel connected to their school, measured by feelings of connection, attendance, and academic out

Research documents the importance of school connectedness for promoting positive youth development, academic achievement, and overall school success (see Monahan el al., this issue).

Adolescent children of military parents completed self-report questionnaires about their self-perception of invincibility (illusion of invulnerability) and level of risk-taking behaviors.

The purpose of this research was to determine relationships among perceived invincibility, demographic variables, and risk behaviors in adolescents of active duty and retired military personnel.

Data from a recent mixed-methods study conducted among Veterans of Iraq and Afghanistan diagnosed with Post-Traumatic Stress Disorder (PTSD) raise important questions regarding the occurrence of Intimate Par

Active Duty Air Force members participated in a study examining the risk factors of physical aggression against a partner.

The objective of this study is to examine risk factors of physical aggression against a partner in a large representative Active Duty Air Force sample.

Child assessments were utilized to evaluated the effects of an individualized positive behavior support (PBS) process in an early childhood classroom.

This study examined the effects yielded from the implementation of assessment-based behavior support plans on the engagement and problem behavior of three young children with behavioral challenges in a community early childhood program.

This article aims to understand youths’ voluntary participation in afterschool programs (ASPs), as well as reasons their parents’ reasons for enrolling them, taking into consideration: race/ethnicity, program quality, and program policies.

Using data from the state evaluation of Michigan 21st Century Community Learning Centers, this study employed multilevel modeling to examine racial/ethnic and programmatic factors relevant to two aspects of after-school program participation: youths voluntary participation and parents reasons for

Researchers aimed to determine the effect of parental military deployment on the relative rate of outpatient visits for mental and behavioral health disorders in children aged three to eight years.

Children of military personnel face stress when a parent deploys. OBJECTIVE: Our goal was to determine the effect of parental military deployment on the relative rate of outpatient visits for mental and behavioral health disorders in children aged 3 to 8 years.

Medical claims data were utilized to determine the ratios of outpatient and well-child visit rates during parental deployment, compared with those during non-deployment. Deployment influenced the rate of health care visits differently for single and married parents.

Objective: The objective of this study was to determine whether parental deployment affected the rates at which children of military parents accessed health care within the military health system.

Teacher and parent behavior ratings were used to assess changes in the social and emotional competence of Kindergarten students after receiving the Strong Start curriculum.

There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation.

Data were utilized to classify pre-kindergarten children into profiles based on their classroom engagement. These profiles were then used to predict gains in language, literacy, and math, from fall to spring of the pre-kindergarten year.

Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study.

Classroom observational data were used to evaluate children’s emotional and behavioral issues following the implementation of the Positive behavior support (PBS) program and teacher consultation within preschool classes.

As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior.

Objective: To evaluate the campus-wide administration of the Know Your Power bystander-oriented social marketing campaign.