Celene E. Domitrovich

TL;DR: After exposure to PATHS, intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers, and teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls.

TL;DR: This review identifies and describes 34 universal and targeted interventions that have demonstrated positive outcomes under rigorous evaluation and makes recommendations based on these characteristics for policy and practice in school- and communitybased prevention of childhood psychopathology.

TL;DR: Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement.

TL;DR: The importance of further study of the Neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions are discussed.

TL;DR: A three-level framework for considering the implementation quality of school-based interventions is described, and future directions for research on implementation are discussed.