Publications and Presentations

Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders

Developing Social-Emotional Vocabulary to Support Self-Regulation for Young Children at Risk for Emotional and Behavioral Problems

Integrating Social-Emotional Learning with Literacy Instruction: An Intervention for Children at Risk for Emotional and Behavioral Disorders

2021 Presentation: SELF Intervention for K-1 Students At-Risk: Mediation Effects of Social-Emotional Learning on School Adjustment

2020 Presentation: Social-Emotional Learning Foundations for K-1 students at Risk for EBD: Findings from a 3-Year RCT

2019 Presentation: Efficacy of a K-1 Social-Emotional Learning Intervention for Students At-Risk for Emotional and Behavioral Disorders: Exploring Moderation Effects

2018 Presentation: Social-Emotional Learning Foundations (SELF) for K-1 students at Risk for EBD: First Year Findings

SELF White Paper Overview (2020)

Citations

Published papers

  • Daunic, A. P., Corbett, N. L., Smith, S. W., Algina, J. Poling, D., Worth, M., Boss, D., Crews, E., Vezzoli, J. (2021). Efficacy of the Social-Emotional Learning Foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders, Journal of School Psychology, 86, 78-99.
  • Santiago-Poventud, L., Corbett, N.L., Daunic, A.P., Aydin, B., Lane, H.B., & Smith, S.W. (2015). Developing social-emotional vocabulary to support self-regulation for children at risk for emotional and behavioral problems. International Journal of School and Cognitive Psychology, 2(3), http://dx.doi.org/10.4172/ijscp.1000143.
  • Daunic, A. P., Corbett, N. L., Smith, S. W., Barnes, T., Santiago-Poventud, L., Chalfant, P., Pitts, D., & Gleaton, J. (2013). Integrating Social-Emotional Learning with Literacy Instruction: An Intervention for Children at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, 39(1), 43-51.

AERA presentations (papers)

  • Daunic, Aydin, B., A., Corbett, N., Smith, S. W., Boss, D., & Crews, E. (2021, April). Social-Emotional Learning Foundations for K-1 students at Risk: Mediation effects of social-emotional learning on school adjustment. Paper accepted for the annual meeting of the American Educational Research Association, San Francisco, CA. https://www.aera.net/Events-Meetings/Annual-Meeting (virtual).
  • Daunic, A., Corbett, N., Smith, S. W., Algina, J., Poling, D., Worth, M., Crews, E. Boss, D., & Vezzoli, J. (2020, April). Social-Emotional Learning Foundations for K-1 students at Risk for EBD: Findings from a 3-Year RCT. Paper accepted for the annual meeting of the American Educational Research Association, San Francisco, CA. https://www.aera.net/Events-Meetings/Annual-Meeting (virtual).
  • Daunic, A., Worth, M., Poling, D., Algina, J., Corbett, N., Smith, S. W., Crews, E. (April, 2019). Efficacy of a K-1 Social-Emotional Learning Intervention for Students At-Risk for EBD: Exploring Moderation Effects. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Ontario.
  • Daunic, A. P., Corbett, N. L., Smith, S. W., Crews, E, Poling, D., & Worth, M., (2018, April). Social-Emotional Learning Foundations (SELF) for K-1 students at Risk for EBD: First Year Findings. Paper presented at the 2018 American Educational Research Association Annual Meeting, New York, NY.