In Paper Symposium: 1-028 - Helping Young Children to Positively Engage in Early Childhood Classrooms: Findings from Three Social-emotional Learning Programs
On Presentation: Improving Behavioral Outcomes for Preschoolers Displaying Disruptive Behaviors: Examining the Impacts of Banking Time

Presenting Author

In Paper Symposium: 1-028 - Helping Young Children to Positively Engage in Early Childhood Classrooms: Findings from Three Social-emotional Learning Programs
On Presentation: Data-driven Early Childhood Mental Health Consultation with Teachers to Improve Children’s Engagement in Preschool Classrooms

Non-Presenting Author

In Poster Session: 1-104 - Poster Session 3
On Individual Poster: 89 - Teacher Beliefs: The Link between Teacher Beliefs and the Quality of Teacher-Child Interactions

Non-Presenting Author

In Paper Symposium: 2-103 - Opportunities for Change: Maximizing the Impact of Quality Improvement Efforts in Early Care and Education Programs
On Presentation: Variation in Teachers’ Implementation of BankingTime: Association with Teacher Practice and Children’s Disruptive Behavior

Non-Presenting Author

In Paper Symposium: 3-055 - Intervention Impacts on the Nature and Quality of Teacher-Student Interactions: Implications for Scale-Up and Efficiency
On Presentation: Dose-Response Relations between Pre-K Teachers' Exposure to Coaching and Increases in Quality of Teacher-Child Interaction

Non-Presenting Author

In Poster Symposium: 3-157 - Innovations in Early Childhood STEM Curriculum and Professional Development
On Presentation: 5 - Associations between teachers’ use of PD supports and quality of classroom interactions

Non-Presenting Author

In Poster Session: 3-234 - Poster Session 14
On Individual Poster: 198 - Associations between consistently effective teacher-child interactions and children’s cortisol patterns in preschool

Non-Presenting Author