Improving School Readiness in Preschoolers with Behavior Problems: Results from a Summer Treatment Program

Use of Cognitive Behavioral Therapy and Token Economy to Alleviate Dysfunctional Behavior in Children with Attention-Deficit Hyperactivity Disorder

“…The TE strategy has been used for interventions with children with ADHD in family, academic, and sports contexts (19–24, 27, 28). More specifically, this technique may use either positive contingency reinforcement rewarding appropriate behavior (token, praise, social prizes), or negative reinforcement in the form of response cost by withdrawing a token, for example.…”

“…However, most studies specifically comparing token economy technique effects have used counts of behaviors emitted as outcome measures, then comparing average frequencies at baseline date and post-intervention (21, 22, 31, 33). Other studies comparing effects of behavioral intervention have used standardized measures from cognitive tasks or behavioral inventories (14–16, 23, 24, 27, 28, 30). We are not aware of any that have specifically analyzed content or reduction of each individual’s inappropriate behavior (internalizing or externalizing) such as inattention, aggressive behavior, rule-breaking, or organization and planning issues.…”

Indirect and Direct Relationships Between Self-Regulation and Academic Achievement During the Nursery/Elementary School Transition of French Students

“…Furthermore, the more these activities are embedded into overall programs aiming to support the socioemotional and academic skills of children, the more transfer effects are evident (Diamond & Lee, 2011). In one study, Graziano, Slavec, Hart, Garcia, and Pelham (2014) created a curriculum centered on school readiness, socioemotional, and self-regulation skills for children at risk for developing externalizing problem behaviors. They found positive effects on children's self-regulation skills and school readiness, which were assessed 6 months later.…”

How well do preschoolers identify healthy foods? Development and preliminary validation of the Dietary Interview Assessing Nutritional Awareness (DIANA)

“…A description of the STP-PreK and results of an open trial are reported elsewhere (Graziano, Slavec, Hart, Garcia, & Pelham, 2014). Of note, children who participated in the STP-PreK did not receive any nutritional related intervention.…”

“…The physical activity/fitness component entailed children participating in various group-based aerobic exercises to increase interest in physical play rather than serve as an extreme weight loss program. The physical activity/fitness, behavioral and social-emotional curriculum used in the summer program was adapted from STP-PreK (Graziano, Slavec et al, 2014). The behavioral modification program used the point system from the STP-PreK in which children earn points for engaging in healthy behaviors (e.g., trying healthy food, participating in group physical activities), behaviors that indicate good self-control skills (e.g., paying attention during group discussion on nutrition), and prosocial behaviors (e.g., sharing).…”