Two hundred ninety-four children from low-income families (58% White, 17% Latinx, 25% Black; 54% girls; M age ϭ 4.49 years old at study entry) were recruited from Head Start classrooms to participate in a randomized-controlled trial of the project Research-based, Developmentally Informed (REDI) preschool intervention and then followed longitudinally for 10 years through 9th grade. At study entry, parents reported on their children's exposure to adverse childhood experiences (ACEs). Youth reported on their feelings of social-emotional distress and school bonding after making the transition into middle school (7th grade) and high school (9th grade). Multilevel latent profile analyses revealed three profiles of adolescent distress and school bonding. Increased rates of ACEs in early childhood predicted membership in adolescent profiles characterized by heightened social-emotional distress and reduced levels of school bonding. The REDI intervention that focused on promoting early social-emotional and language skills in preschool moderated the impact of early ACEs on adolescent adjustment and promoted youth resilience, significantly buffering children from the negative impact of early ACEs on their levels of social-emotional distress and school bonding. Impact and ImplicationsThis study illustrates the value of providing preschool social-emotional learning interventions to socioeconomically disadvantaged children who have experienced multiple forms of adversity. Exposure to early trauma, family instability, and compromised parenting increases risk for later emotional distress, insecure social relationships, and school disengagement in adolescence. This study shows that children from low-income families who experienced high levels of early adversity were protected from these negative adolescent outcomes when they received the Research-based, Developmentally Informed (REDI) intervention: on average, these children showed similar levels of social-emotional distress and school bonding as children who did not experience extreme early adversity. By promoting early social-emotional interventions such as REDI, researchers and policymakers can positively impact the lives of many children.

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and maintaining positive social relationships and adjusting adaptively to the school context. Managing behavior alone does not address the self-regulatory skills deficits that contribute to social maladjustment, nor does it create socializing contexts that can support self-regulatory skill development. This article reviews research on neurodevelopmental processes and contextual constraints that contribute to the social-emotional difficulties of students with or at high risk for EBD. Implications for intervention design are explored, with a focus on the need for more consistent use of tiered social-emotional learning programs in schools to promote the self-regulation skills and social competence of vulnerable students with or at risk of EBDs. The authors also highlight the need for future research to enhance capacity to support tiered systems of intervention in schools and tailor them effectively to meet the varied needs of these students.

The purpose of this study was to compare the relative effectiveness of using traditional barbell equipment and Nautilus dynamic equipment on the development of muscular strength and endurance. The subjects, 22 college students, were pre and posttested on two 3-minute bouts of rhythmic isometric exercise. After pretesting, the subjects were assigned to two groups. For the next 5 weeks, all groups trained three times weekly, but one group trained using traditional barbell equipment and the second group used Nautilus dynamic equipment. Results indicated significant improvement as a result of training in both groups, but no significant differences were found between the two training methods or the groups by training interaction for any of the variables evaluated. J Orthop Sports Phys Ther 1980;1(4):210-213.

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