A Teacher-Consultation Approach to Social Skills Training for Pre-Kindergarten Children: Treatment Model and Short-Term Outcome Effects

Han, Susan S.; Catron, Thomas F.; Weiss, Bahr; Marciel, Kristen K.

doi:10.1007/s10802-005-7647-1

Cited by 46 publications

(55 citation statements)

References 39 publications

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“…In a recent investigation of a semistructured, cognitive-behavioral skills training program for prekindergarten children, we (Han, Catron, Weiss, & Marciel, 2005) provided intensive consultation on implementation to teachers as they implemented the classroom program during a "supported implementation phase" for one academic year. For teachers who oftentimes are unfamiliar or uncomfortable with the demands of mental health curricula that emphasize interactive skills training methods (e.g., role-playing, active modeling), implementation support from a program consultant was beneficial in terms of directly demonstrating program techniques in the classroom.…”

Section: Resultsmentioning

confidence: 99%

Sustainability of Teacher Implementation of School-Based Mental Health Programs

Han

Weiss

2005

J Abnorm Child Psychol

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502

534

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Evidence-based prevention and intervention programs are increasingly being implemented in schools and it therefore is becoming increasingly important to understand the complexities of program implementation under real-world conditions. Much research has focused on the contextual factors that influence program implementation but less work has attempted to provide an integrated understanding of mechanisms (e.g., teacher-training processes) that affect teachers' program implementation. In this paper, we review literature on factors related to teachers' implementation of school-based prevention and intervention programs, then from this review abstract what we believe are four basic ingredients that characterize potentially sustainable teacher-implemented classroom programs. Finally, we present a sequential model, based on these ingredients, of the naturalistic processes underlying sustainability of teachers' program implementation and describe how this sustainability can be enhanced through provision of teacher training and performance feedback from a classroom consultant.

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Section: Resultsmentioning

confidence: 99%

Sustainability of Teacher Implementation of School-Based Mental Health Programs

Han

Weiss

2005

J Abnorm Child Psychol

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502

534

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“…Eleven of the studies included SPS as the primary focus of the curriculum: the ICPS program (Ciancio, Rojas, McMahon, & Pasnak, 2001;Shure, 1979;Shure & Spivack, 1979, 1980, 1982Vestal & Jones, 2004), Conner and Informed program (Bierman et al, 2008;Bierman et al, 2014;Nix, Bierman, Domitrovich, & Gill, 2013;Nix et al, 2016) included the Preschool PATHS curriculum which targeted SPS as one of four learning domains while also including components such as child literacy development, mentoring and training for teachers, and take-home materials for parents. In Han et al's (2005) study, the preschool RECAP program included a classroom social skills program in which teachers modeled and supported SPS steps, in addition to a behaviour management system, teacher training and consultation, and group parent training. In Han et al's (2005) study, the preschool RECAP program included a classroom social skills program in which teachers modeled and supported SPS steps, in addition to a behaviour management system, teacher training and consultation, and group parent training.…”

Section: Key Characteristicsmentioning

confidence: 99%

A meta‐analytic review of social problem‐solving interventions in preschool settings

Barnes

Wang

O’Brien

2018

Infant and Child Development

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Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School‐based SPS programming has been shown to prevent and remediate externalizing behaviours for older children, but a summary of its effectiveness for preschoolers in early childhood settings is unavailable. The purpose of the current meta‐analytic review was to (a) provide a summary of the characteristics of current SPS instruction in preschool settings and (b) examine the effectiveness of interventions that include an SPS component in decreasing externalizing behaviours and increasing social competence among preschoolers. Using meta‐analytic review, we present common characteristics of preschool interventions that include SPS and provide evidence for the efficacy of these interventions in reducing externalizing behaviours and increasing social competence in preschoolers. Highlights We performed a meta‐analytic review of preschool social problem‐solving interventions (SPS). We examined both preschool‐based and home‐based reports of behavior and social competence for meta‐analysis. We found evidence for the efficacy of interventions in reducing externalizing behavior and increasing social competence for preschool‐based reports.

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“…This research highlights the importance of the type of intervention, the time required to implement the intervention, the reported effectiveness of the intervention, and the severity of the target problem (Elliott, 1988; Elliott, Witt, Galvin, & Peterson, 1984; Reimers, Wacker, & Koeppl, 1987). In addition, this literature suggests that teacher participation in classroom interventions increases when project consultants provide on-site mentoring and assistance (Han, Catron, Weiss, & Marciel, 2005; Mortenson & Witt, 1998; Noell, Duhon, Gatti, & Connell, 2002; Noell, Witt, Gilbertson, Ranier, & Freeland, 1997). …”

mentioning

confidence: 99%

Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers

Baker

Kupersmidt

Voegler‐Lee

et al. 2010

Early Childhood Research Quarterly

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Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research.When children enter kindergarten, they are expected to demonstrate school readiness, which includes language, preliteracy, and numeracy skills, as well as appropriate socioemotional development. However, many children fall short of these expectations, and the consequences are significant and long-lasting. Poor emergent academic skills in young children often co-© 2009 Elsevier Inc. All rights reserved.Correspondence concerning this article should be addressed to David H. Arnold, Psychology Department, University of Massachusetts, Tobin Hall, Amherst, MA 01003-7710; darnold@psych.umass.edu.. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptEarly Child Res Q. Author manuscript; available in PMC 2011 January 1. Published in final edited form...

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A Teacher-Consultation Approach to Social Skills Training for Pre-Kindergarten Children: Treatment Model and Short-Term Outcome Effects

Cited by 46 publications

References 39 publications

Sustainability of Teacher Implementation of School-Based Mental Health Programs

Sustainability of Teacher Implementation of School-Based Mental Health Programs

A meta‐analytic review of social problem‐solving interventions in preschool settings

Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers

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