126 related articles for article (PubMed ID: 35427193)
1. Efficacy of the Fast Track Friendship Group Program for Peer-rejected Children: A Randomized-Controlled Trial.
Bierman KL; Welsh JA; Hall CM; Jacobson LN; Lee DL; Jones DE
J Clin Child Adolesc Psychol; 2023; 52(6):763-779. PubMed ID: 35427193
[TBL] [Abstract][Full Text] [Related]
2. Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition.
Kasari C; Dean M; Kretzmann M; Shih W; Orlich F; Whitney R; Landa R; Lord C; King B
J Child Psychol Psychiatry; 2016 Feb; 57(2):171-9. PubMed ID: 26391889
[TBL] [Abstract][Full Text] [Related]
3. The impact of first-grade "friendship group" experiences on child social outcomes in the fast track program.
Lavallee KL; Bierman KL; Nix RL;
J Abnorm Child Psychol; 2005 Jun; 33(3):307-24. PubMed ID: 15957559
[TBL] [Abstract][Full Text] [Related]
4. Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders.
Kasari C; Rotheram-Fuller E; Locke J; Gulsrud A
J Child Psychol Psychiatry; 2012 Apr; 53(4):431-9. PubMed ID: 22118062
[TBL] [Abstract][Full Text] [Related]
5. Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships.
Elledge LC; Elledge AR; Newgent RA; Cavell TA
J Abnorm Child Psychol; 2016 May; 44(4):691-703. PubMed ID: 26338225
[TBL] [Abstract][Full Text] [Related]
6. Play brick therapy to aid the social skills of children and young people with autism spectrum disorder: the I-SOCIALISE cluster RCT.
Wright B; Kingsley E; Cooper C; Biggs K; Bursnall M; Wang HI; Chater T; Coates E; Teare MD; McKendrick K; Gomez de la Cuesta G; Barr A; Solaiman K; Packham A; Marshall D; Varley D; Nekooi R; Parrott S; Ali S; Gilbody S; Le Couteur A
Public Health Res (Southampt); 2023 Nov; 11(12):1-137. PubMed ID: 38095124
[TBL] [Abstract][Full Text] [Related]
7. The Relation of Reciprocated and Nonreciprocated Friendship Nominations to Peer Social Competence for Chinese Elementary School Children.
Ray GE; Washington R; Cohen R; Hsueh Y; Zhou Z
J Genet Psychol; 2018; 179(6):385-398. PubMed ID: 30526406
[TBL] [Abstract][Full Text] [Related]
8. Evaluation of a multi-component and multi-agent intervention to improve classroom social relationships among early elementary school-age children.
García Bacete FJ; Marande G; Mikami AY
J Sch Psychol; 2019 Dec; 77():124-138. PubMed ID: 31837721
[TBL] [Abstract][Full Text] [Related]
9. Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study.
Kirkhaug B; Drugli MB; Handegård BH; Lydersen S; Åsheim M; Fossum S
BMC Psychiatry; 2016 Oct; 16(1):362. PubMed ID: 27782826
[TBL] [Abstract][Full Text] [Related]
10. Transactional associations among teacher support, peer social preference, and child externalizing behavior: a four-wave longitudinal study.
Leflot G; van Lier PA; Verschueren K; Onghena P; Colpin H
J Clin Child Adolesc Psychol; 2011; 40(1):87-99. PubMed ID: 21229446
[TBL] [Abstract][Full Text] [Related]
11. Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.
Webster-Stratton C; Jamila Reid M; Stoolmiller M
J Child Psychol Psychiatry; 2008 May; 49(5):471-88. PubMed ID: 18221346
[TBL] [Abstract][Full Text] [Related]
12. The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers.
Pinto C; Baines E; Bakopoulou I
Br J Educ Psychol; 2019 Dec; 89(4):818-837. PubMed ID: 30580444
[TBL] [Abstract][Full Text] [Related]
13. Behavioral, affective, and social correlates of involvement in cross-sex friendship in elementary school.
Kovacs DM; Parker JG; Hoffman LW
Child Dev; 1996 Oct; 67(5):2269-86. PubMed ID: 9022241
[TBL] [Abstract][Full Text] [Related]
14. Parental influence on children with attention-deficit/hyperactivity disorder: II. Results of a pilot intervention training parents as friendship coaches for children.
Mikami AY; Lerner MD; Griggs MS; McGrath A; Calhoun CD
J Abnorm Child Psychol; 2010 Aug; 38(6):737-49. PubMed ID: 20339911
[TBL] [Abstract][Full Text] [Related]
15. The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics.
Conduct Problems Prevention Research Group
J Consult Clin Psychol; 2010 Apr; 78(2):156-68. PubMed ID: 20350027
[TBL] [Abstract][Full Text] [Related]
16. School-based model for preventing teenage pregnancy.
Schinke SP
Soc Work Educ; 1982 Jan; 4(2):34-42. PubMed ID: 12266531
[TBL] [Abstract][Full Text] [Related]
17. Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools.
Hoglund WL; Klingle KE; Hosan NE
J Sch Psychol; 2015 Oct; 53(5):337-57. PubMed ID: 26407833
[TBL] [Abstract][Full Text] [Related]
18. Social involvement of children with autism spectrum disorders in elementary school classrooms.
Rotheram-Fuller E; Kasari C; Chamberlain B; Locke J
J Child Psychol Psychiatry; 2010 Nov; 51(11):1227-34. PubMed ID: 20673234
[TBL] [Abstract][Full Text] [Related]
19. Exploring the social impact of being a typical peer model for included children with autism spectrum disorder.
Locke J; Rotheram-Fuller E; Kasari C
J Autism Dev Disord; 2012 Sep; 42(9):1895-905. PubMed ID: 22215436
[TBL] [Abstract][Full Text] [Related]
20. The role of school friendship stability, instability, and network size in early adolescents' social adjustment.
Ferguson S; Brass NR; Medina MA; Ryan AM
Dev Psychol; 2022 May; 58(5):950-962. PubMed ID: 35311307
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]