Efficacy of the Fast Track Friendship Group Program for Peer-rejected Children: A Randomized-Controlled Trial.

Objective: To evaluate the benefits of the Fast Track Friendship Group program implemented as a stand-alone school-based intervention on the social cognitions, social behavior, peer and teacher relationships of peer-rejected students.

Method: Over four successive years, 224 peer-rejected elementary students (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; grades 1-4; M = 8.1 years old) were identified using peer sociometric nominations and randomly assigned to the intervention (n = 110) or a treatment-as-usual control group (n = 114).

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning.

Research Findings: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (Total = 164; 14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate inter-rater reliability. When examined longitudinally, preschool teacher-rated approaches to learning made unique contributions to the prediction of kindergarten and first grade academic outcomes, need for supplemental services, and grade retention, even after accounting for preschool academic skills.

Technology-assisted Interventions for Parents of Young Children: Emerging Practices, Current Research, and Future Directions.

Technology can potentially expand the reach and cut the costs of providing effective, evidence-based interventions. This paper reviews existing publications that describe the application and evaluation of technology-assisted interventions for parents of young children. A broad review of the early childhood literature revealed 48 studies describing technology-assisted parent education and interventions.