Publications & Products

Pub Number	Title	Date
WWC IRSNER12	Early Risers Early Risers is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The program includes two child-focused components and two parent/family components. The WWC reviewed 13 studies that investigated the effects of Early Risers on children classified as having an emotional disturbance. Two studies are randomized controlled trials that meet WWC evidence standards without reservations. The two studies included 30 schools with 389 children from kindergarten to second grade exhibiting signs of early aggressive behavior. Based on these two studies, the WWC found Early Risers to have no discernible effects on external behavior and emotional/internal behavior and potentially positive effects on social outcomes and academic performance for children classified as having an emotional disturbance.	6/5/2012
WWC IRSNPB12	Play-Based Interventions Play-based interventions are practices designed to help young children with disabilities to better explore, experiment, interact, and express themselves. During play sessions, an interventionist uses strategies including modeling, verbal redirection, reinforcement, and indirect instruction to sustain and encourage child play activities. The WWC identified 62 studies of play-based interventions for preschool children with disabilities in early education settings that were published or released between 1989 and 2011. None of these studies meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of play-based interventions on preschool children with disabilities. Additional research is needed to determine the effectiveness or ineffectiveness of this intervention.	4/24/2012
WWC IRSNFS12	First Step to Success First Step to Success is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50 to 60 hours over a three-month period. First Step to Success includes three interconnected modules: screening, classroom intervention, and parent training. The screening module is used to identify candidates who meet eligibility criteria for program participation. Classroom intervention and parent training comprise the program intervention component of First Step to Success.	3/13/2012
NCES 2012026	America's Youth: Transitions to Adulthood America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.	12/20/2011
WWC IRSNIY11	The Incredible Years The Incredible Years is a program that focuses on building the social and emotional skills of children ages 0–12 who are classified as having an emotional disturbance or those at risk for classification. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parents are given training on how to provide positive discipline, promote learning and development, and stay involved in children’s lives at school. The WWC reviewed 81 studies that investigated the effects of The Incredible Years on children. One study meets WWC evidence standards, a randomized controlled trial that included 51 students at the University of Washington Parenting Clinic. Based on this study, the WWC found The Incredible Years to have potentially positive effects on external behavior and social outcomes for children classified as having an emotional disturbance.	11/15/2011
WWC IRSNCP11	Coping Power Coping Power is a program that involves group sessions for children and parents. Children receive lessons in goal setting, problem solving, anger management, and peer relationships. Group sessions for parents support the child component and address setting expectations, praise, discipline, managing stress, communication, and child study skills. Based on its review of the research, the WWC found Coping Power to have positive effects for external behavior and potentially positive effects for social outcomes for children classified or at risk for having an emotional disturbance.	10/25/2011
NCSER 20113005	The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2) The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report describes the experiences and outcomes of young adults with disabilities in postsecondary education, employment, independence, and social domains during their first 8 years out of high school.	9/20/2011
NCER 20112001	Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children The report, Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001), provides the results from the evaluation of the seven SACD programs carried out by MPR. The report includes three key findings: 1) the seven SACD programs increased the reported implementation of classroom activities intended to increase students' social and character development, 2) the control schools also reported the use of a variety of activities intended to increase students' social and character development as "standard practice" but not at the same levels as the treatment schools, and 3) there were no differences in students' social and emotional competence, behaviors, academic performance, or perceptions of school climate between students in schools implementing one of the seven SACD programs and those in the control schools.	10/18/2010
NCSER 20103008	Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.	9/28/2010
REL 2010092	What Characteristics of Bullying, Bullying Victims, and Schools are Associated with Increased Reporting of Bullying to School Officials? This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victims' schools to deter-mine which were associated with reporting to school officials. It found that 11 characteristics in two categories—bullying victimization and bullying victims—showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of respondents who experienced bullying but did not report it.	8/31/2010
WWC QRET0713	WWC Quick Review of the Report "Efficacy of a Theory-Based Abstinence-Only Intervention Over 24 Months" The "Efficacy of a Theory-Based Abstinence-Only Intervention Over 24 Months" quick review looks at a study that examined whether abstinence-only education program based on behavioral change theory could reduce sexual behavior over a 24-month follow-up period.	7/13/2010
WWC QRSBES09	WWC Quick Review of the Article "Effects of Social Development Intervention in Childhood 15 Years Later" The study examined the long-term effects of the Seattle Social Development Project (SSDP), an elementary-school–based intervention designed to improve students’ social skills and engagement.	7/28/2009
WWC QRRC0409	Recess and Classroom Behavior Study The study analyzed a nationally representative sample of over 10,000 students enrolled in third grade during the 2001–02 school year. These data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS–K).	4/28/2009
NCSER 20093017	Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School The report uses data from the third wave of data collection from the National Longitudinal Transition Study-2 (NLTS2) to provide information on youth with disabilities who had been out of secondary school up to 4 years in several key domains, including: (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.	4/18/2009
WWC QRHS0309	WWC Quick Review of the Article "Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program" The study finds that students in the REDI group outperformed control students on one of three measures of language development (effect sizes ranged from â€“0.07 to 0.15) and two of three measures of emergent literacy skills (effect sizes ranged from 0.16 to 0.39).	3/31/2009

WWC IRSNER12

Early Risers
Early Risers is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The program includes two child-focused components and two parent/family components. The WWC reviewed 13 studies that investigated the effects of Early Risers on children classified as having an emotional disturbance. Two studies are randomized controlled trials that meet WWC evidence standards without reservations. The two studies included 30 schools with 389 children from kindergarten to second grade exhibiting signs of early aggressive behavior. Based on these two studies, the WWC found Early Risers to have no discernible effects on external behavior and emotional/internal behavior and potentially positive effects on social outcomes and academic performance for children classified as having an emotional disturbance.

6/5/2012

WWC IRSNPB12

Play-Based Interventions
Play-based interventions are practices designed to help young children with disabilities to better explore, experiment, interact, and express themselves. During play sessions, an interventionist uses strategies including modeling, verbal redirection, reinforcement, and indirect instruction to sustain and encourage child play activities. The WWC identified 62 studies of play-based interventions for preschool children with disabilities in early education settings that were published or released between 1989 and 2011. None of these studies meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of play-based interventions on preschool children with disabilities. Additional research is needed to determine the effectiveness or ineffectiveness of this intervention.

4/24/2012

WWC IRSNFS12

First Step to Success
First Step to Success is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50 to 60 hours over a three-month period. First Step to Success includes three interconnected modules: screening, classroom intervention, and parent training. The screening module is used to identify candidates who meet eligibility criteria for program participation. Classroom intervention and parent training comprise the program intervention component of First Step to Success.

3/13/2012

NCES 2012026

America's Youth: Transitions to Adulthood
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.

12/20/2011

WWC IRSNIY11

The Incredible Years
The Incredible Years is a program that focuses on building the social and emotional skills of children ages 0–12 who are classified as having an emotional disturbance or those at risk for classification. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parents are given training on how to provide positive discipline, promote learning and development, and stay involved in children’s lives at school. The WWC reviewed 81 studies that investigated the effects of The Incredible Years on children. One study meets WWC evidence standards, a randomized controlled trial that included 51 students at the University of Washington Parenting Clinic. Based on this study, the WWC found The Incredible Years to have potentially positive effects on external behavior and social outcomes for children classified as having an emotional disturbance.

11/15/2011

WWC IRSNCP11

Coping Power
Coping Power is a program that involves group sessions for children and parents. Children receive lessons in goal setting, problem solving, anger management, and peer relationships. Group sessions for parents support the child component and address setting expectations, praise, discipline, managing stress, communication, and child study skills. Based on its review of the research, the WWC found Coping Power to have positive effects for external behavior and potentially positive effects for social outcomes for children classified or at risk for having an emotional disturbance.

10/25/2011

NCSER 20113005

The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)
The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report describes the experiences and outcomes of young adults with disabilities in postsecondary education, employment, independence, and social domains during their first 8 years out of high school.

9/20/2011

NCER 20112001

Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children
The report, Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001), provides the results from the evaluation of the seven SACD programs carried out by MPR. The report includes three key findings: 1) the seven SACD programs increased the reported implementation of classroom activities intended to increase students' social and character development, 2) the control schools also reported the use of a variety of activities intended to increase students' social and character development as "standard practice" but not at the same levels as the treatment schools, and 3) there were no differences in students' social and emotional competence, behaviors, academic performance, or perceptions of school climate between students in schools implementing one of the seven SACD programs and those in the control schools.

10/18/2010

NCSER 20103008

Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.

9/28/2010

REL 2010092

What Characteristics of Bullying, Bullying Victims, and Schools are Associated with Increased Reporting of Bullying to School Officials?
This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victims' schools to deter-mine which were associated with reporting to school officials. It found that 11 characteristics in two categories—bullying victimization and bullying victims—showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of respondents who experienced bullying but did not report it.

8/31/2010

WWC QRET0713

WWC Quick Review of the Report "Efficacy of a Theory-Based Abstinence-Only Intervention Over 24 Months"
The "Efficacy of a Theory-Based Abstinence-Only Intervention Over 24 Months" quick review looks at a study that examined whether abstinence-only education program based on behavioral change theory could reduce sexual behavior over a 24-month follow-up period.

7/13/2010

WWC QRSBES09

WWC Quick Review of the Article "Effects of Social Development Intervention in Childhood 15 Years Later"
The study examined the long-term effects of the Seattle Social Development Project (SSDP), an elementary-school–based intervention designed to improve students’ social skills and engagement.

7/28/2009

WWC QRRC0409

Recess and Classroom Behavior Study
The study analyzed a nationally representative sample of over 10,000 students enrolled in third grade during the 2001–02 school year. These data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS–K).

4/28/2009

NCSER 20093017

Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School
The report uses data from the third wave of data collection from the National Longitudinal Transition Study-2 (NLTS2) to provide information on youth with disabilities who had been out of secondary school up to 4 years in several key domains, including: (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.

4/18/2009

WWC QRHS0309

WWC Quick Review of the Article "Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program"
The study finds that students in the REDI group outperformed control students on one of three measures of language development (effect sizes ranged from â€“0.07 to 0.15) and two of three measures of emergent literacy skills (effect sizes ranged from 0.16 to 0.39).

3/31/2009

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