Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

REFERENCES

• Administration for Children and Families . 2010a . Head Start impact study. Final report Washington, DC : Author. .
   Google Scholar
• Administration for Children and Families . 2010b . Office of Head Start Retrieved from http://www.acf.hhs.gov/programs/ohs/index.html
   Google Scholar
• Arnold , D. H. , Ortiz , C. , Curry , J. C. , Stowe , R. M. , Goldstein , N. E. , Fisher , P. H. and Yershova , K. 1999 . Promoting academic success and preventing disruptive behavior disorders through community partnership . Journal of Community Psychology , 27 : 589 – 598 .
   Web of Science ®Google Scholar
• Bohlin , G. , Hagekull , B. and Rydell , A. 2000 . Attachment and social functioning: A longitudinal study from infancy to middle childhood . Social Development , 9 ( 1 ) : 24 – 39 . doi:10.1111/1467–9507.00109
   Web of Science ®Google Scholar
• Cashman , J. and Rosser , M. 2009, October . “ New opportunities to build meaning among educators around behavioral health ” . In Presentation at Improving Children's Schools Success through Behavioral Supports, Washington, DC
   Google Scholar
• Denham , S. A. , Blair , K. A. , DeMulder , E. , Levitas , J. , Sawyer , K. , Auerbach-Major , S. and Queenan , P. 2003 . Preschool emotional competence: Pathway to social competence? . Child Development , 74 : 238 – 256 .
   PubMed Web of Science ®Google Scholar
• Domitrovich , C. E. , Bradshaw , C. P. , Poduska , J. M. , Hoagwood , K. , Buckley , J. A. , Olin , S. and Ialongo , N. S. 2008 . Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework . Advances in School Mental Health Promotion , 1 : 6 – 28 .
   PubMedGoogle Scholar
• Fixsen , D. L. , Naoom , S. F. , Blasé , K. A. , Friedman , R. M. and Wallace , F. 2005 . Implementation research: A synthesis of the literature (FMHI 231) Tampa, FL : University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network .
   Google Scholar
• Fletcher , J. M. and Reschly , D. J. 2005 . Changing procedures for identifying learning disabilities: The danger of perpetuating old ideas . The School Psychologist , 59 ( 1 ) : 10 – 15 .
   Google Scholar
• Fuchs , D. , Mock , D. , Morgan , P. L. and Young , C. L. 2003 . Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct . Learning Disabilities Research and Practice , 18 ( 3 ) : 157 – 171 . doi:10.1111/1540–5826.00072
   Google Scholar
• Furrer , C. and Skinner , E. 2003 . Sense of relatedness as a factor in children's academic engagement and performance . Journal of Educational Psychology , 95 : 148 – 162 . doi:10.1037/0022–0663.95.1.148
   Web of Science ®Google Scholar
• Gagnon , C. , Craig , W. , Tremblay , R. E. , Zhou , R. M. and Vitaro , F. 1995 . Kindergarten predictors of boys' stable behavior problems at the end of elementary school . Journal of Abnormal Child Psychology , 23 : 751 – 766 . doi:10.1007/BF01447475
   PubMed Web of Science ®Google Scholar
• Gresham , F. M. 2005 . Response to intervention: An alternative means of identifying students as emotional disturbed . Education and Treatment of Children , 28 : 328 – 344 .
   Google Scholar
• Haapasalo , J. and Tremblay , R. E. 1994 . Physically aggressive boys from ages 6 to 12: Family background, parenting behavior, and prediction of delinquency . Journal of Consulting and Clinical Psychology , 62 : 1044 – 1052 . doi:10.1037/0022–006X.62.5.1044
   PubMed Web of Science ®Google Scholar
• IDEA regulations: Identification of specific learning disabilities. (2006) Retrieved from http://74.125.113.132/search?q=cache:yYZSOK6cmLQJ:idea.ed.gov/object/fileDownload/model/TopicalBrief/ field/WordFile/primary_key/23+%E2%80%9Cthe+use+of+a+process+based+on+the+child%E2% 80%99s+response+to+scientific,+research-based+intervention%E2%80%9D&cd=10&hl=en&ct= clnk&gl=us&client=firefox-a
   Google Scholar
• What Works Clearinghouse Institute of Education Sciences. (n.d.). Retrieved from http://ies.ed.gov/ncee/wwc/
   Google Scholar
• Izard , C. , Fine , S. , Schultz , D. , Mostow , A. , Ackerman , B. and Youngstrom , E. 2001 . Emotion knowledge as a predictor of social behavior and academic competence in children at risk . Psychological Science , 12 ( 1 ) : 18 – 23 . doi:10.1111/1467–9280.00304
   PubMed Web of Science ®Google Scholar
• Jaynes , W. 2007 . American educational history: School, society, and the common good Thousand Oaks, CA : Sage. .
   Google Scholar
• Kavale , K. A. , Kaufman , A. S. , Naglieri , J. A. and Hale , J. B. 2005 . Changing procedures for identifying learning disabilities: The danger of poorly supported ideas . The School Psychologist , 59 ( 1 ) : 16 – 25 .
   Google Scholar
• Kochenderfer , B. J. and Ladd , G. W. 1996 . Peer victimization: Cause or consequence of school maladjustment? . Child Development , 67 : 1305 – 1317 . doi:10.2307/1131701
   PubMed Web of Science ®Google Scholar
• Kratochwill , T. R. , Clements , M. A. and Kalymon , K. M. 2007 . “ Response to intervention: Conceptual and methodological issues in implementation ” . In Handbook of response to intervention: The science and practice of assessment and intervention Edited by: Jimmerson , S. R. , Burns , M. K. and VanDerHeyeden , A. M. 25 – 52 . New York, NY : Springer .
   Google Scholar
• Ladd , G. W. , Kochenderfer , B. J. and Coleman , C. C. 1997 . Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment? . Child Development , 68 : 1181 – 1197 . doi:10.1111/1467–8624.ep9712191527
   PubMed Web of Science ®Google Scholar
• Ladd , G. W. and Troop-Gordon , W. 2003 . The role of chronic peer difficulties in the development of children's psychological adjustment problems . Child Development , 74 : 1325 – 1348 .
   Web of Science ®Google Scholar
• McGuinn , P. 2006 . No Child Left Behind and the transformation of federal education policy, 1965–2005 Lawrence : University Press of Kansas. .
   Google Scholar
• Meehan , B. T. , Hughes , J. N. and Cavell , T. A. 2003 . Teacher–student relationships as compensatory resources for aggressive children . Child Development , 74 : 1145 – 1157 .
   PubMed Web of Science ®Google Scholar
• Meisels , S. 2007 . “ Accountability in early childhood: No easy answers ” . In School readiness and the transition to kindergarten in the era of accountability Edited by: Pianta , R. C. , Cox , M. J. and Snow , K. L. 31 – 47 . Baltimore, MD : Brookes .
   Google Scholar
• O'Neil , R. , Welsh , M. , Parke , R. D. , Wang , S. and Strand , C. 1997 . A longitudinal assessment of the academic correlates of early peer acceptance and rejection . Journal of Clinical Child Psychology , 26 : 290 – 303 . doi:10.1207/s15374424jccp2603_8
   PubMed Web of Science ®Google Scholar
• Raver , C. C. 2002 . Emotions matter: Making the case for the role of young children's emotional development for early school readiness . Social Policy Report , 16 ( 3 ) : 3 – 18 .
   Google Scholar
• Raver , C. C. and Knitzer , J. 2002 . Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children New York, NY : National Center for Children in Poverty, Columbia University Mailman School of Public Health. .
   Google Scholar
• Reschly , D. J. and Bergstrom , M. K. 2009 . “ Response to intervention ” . In The handbook of school psychology Edited by: Gutkin , T. B. and Reynolds , C. R. 434 – 460 . New York, NY : Wiley .
   Google Scholar
• Reynolds , C. R. and Shaywitz , S. E. 2009 . Response to intervention: Ready or not? Or, from wait-to-fail to watch-them-fail . School Psychology Quarterly , 24 ( 2 ) : 130 – 145 . doi:10.1037/a0016158
   PubMed Web of Science ®Google Scholar
• Shields , A. , Dickstein , S. , Seifer , R. , Giusti , L. , Magee , K. D. and Spritz , B. 2001 . Emotional competence and early school adjustment: A study of preschoolers at risk . Early Education and Development , 12 : 73 – 96 . doi:10.1207/s15566935eed1201_5
   Google Scholar
• Shrank , F. A. , Teglasi , H. , Wolf , I. L. , Miller , J. A. , Caterino , L. C. and Reynolds , C. R. 2005 . American Academy of School Psychology reply to response-to-intervention perspective . The School Psychologist , 59 ( 1 ) : 30 – 33 .
   Google Scholar
• U. S. Department of Education . Building the legacy: IDEA 2004 (n.d.-a). Retrieved from http://idea.ed.gov/
   Google Scholar
• U. S. Department of Education . No Child Left Behind (n.d.-b). Retrieved from http://www2.ed.gov/nclb/landing.jhtml
   Google Scholar
• U. S. Department of Education . 2009 . Protecting students with disabilities Retrieved from http://www2.ed.gov/about/offices/list/ocr/504faq.html
   Google Scholar
• Waters , E. , Wippman , J. and Sroufe , L. A. 1979 . Attachment, positive affect, and competence in the peer group: Two studies in construct validation . Child Development , 50 : 821 – 829 . doi:10.2307/ 1128949
   PubMed Web of Science ®Google Scholar
• Wentzel , K. R. 1991 . Relations between social competence and academic achievement in early adolescence . Child Development , 62 : 1066 – 1078 . doi:10.2307/1131152
   PubMed Web of Science ®Google Scholar
• Wentzel , K. R. 1999 . Social–motivational processes and interpersonal relationships: Implications for understanding motivation at school . Journal of Educational Psychology , 91 : 76 – 97 . doi:10.1037/ 0022–0663.91.1.76
   Web of Science ®Google Scholar
• Zirkel , P. A. 2009 . What does the law say? New Section 504 student eligibility standard . Teaching Exceptional Children , 41 : 68 – 71 .
   Google Scholar