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Diaz, A., Eisenberg, N., Valiente, C., VanSchyndel, S., Spinrad, T. L., Berger, R., Hernandez, M. M., Silva, K. M., & Southworth, J. (2017). Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners’ Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School. Journal of Research in Personality, 67, 3-14. https://doi.org/10.1016/j.jrp.2015.11.002

has been cited by the following article:

• TITLE: Enhancing Skills to Reduce Preschoolers’ Disruptive Classroom Behaviors and Improve Classroom Engagement

  AUTHORS: Laura Nabors, Daniel Newman, Hayley Pogue, Casey Hoffman, Alina Tilford, Renee O. Hawkins

  KEYWORDS: Emotional Regulation, Calming Techniques, Preschoolers, Social Skills, Disruptive Behaviors

  JOURNAL NAME: Psychology, Vol.13 No.8, August 23, 2022

  ABSTRACT: Background: Disruptive behaviors are often a sign of emotional dysregulation in young children, and this can hinder their engagement and development. Purpose: This pilot study presents results from five case studies with preschool-age children exhibiting disruptive classroom behaviors. Method: The intervention package included participation in a social skills curriculum and the use of calming techniques to facilitate emotional regulation. Observations were used to assess change in engagement and disruptive behaviors. Teacher perceptions of the intervention were examined. Results: Findings indicated improved engagement and reduced disruptive behaviors in all five students who learned skills for emotional regulation. Also, teachers found the social skills interventions practical and effective. Conclusion: Improving social skills and teaching calming techniques to regulate emotions fostered classroom engagement and reduced disruptive behaviors for preschoolers.