Coping power for preschool‐aged children: a pilot randomized control trial study

Muratori, Pietro; Giuli, Consuelo; Bertacchi, Iacopo; Orsolini, Lara; Ruglioni, Laura; Lochman, John E.

doi:10.1111/eip.12346

Cited by 14 publications

(7 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although two previous studies indicated the capacity of the CPU for preschoolers to reduce children's behavioral problems (Muratori et al, 2017b(Muratori et al, , 2019a, this is the first study that investigated the efficacy of the CPU in promoting better pre-academic skills using standardized tests.…”

Section: Testing the Efficacy Of Coping Power Universal On Behavioral...mentioning

confidence: 93%

Testing the Efficacy of Coping Power Universal on Behavioral Problems and Pre-academic Skills in Preschoolers

Muratori

Giofrè

Bertacchi

et al. 2021

Early Childhood Educ J

Self Cite

View full text Add to dashboard Cite

The Coping Power Program is an evidence-based intervention for children identified to be at risk for developing externalizing behavioral problems. The Coping Power Program has been adapted to universally prevent behavioral problems in school-aged children. This study sought to test the efficacy of this adaptation, the Coping Power Universal program, on preschoolers' behavioral difficulties and pre-academic skills. Teachers delivered the intervention in their classes. The study included a sample of Italian children (N = 250, 125 boys) with a mean age of 4.50 years (SD = .50) at the beginning of the study. Classrooms of these children were randomly assigned to receive either the intervention or the Italian preschool standard curriculum. Measures included a questionnaire and objective and standardized measures for numerical intelligence and metaphonological skills delivered by a psychologist to the preschoolers. Classes in which teachers applied the Coping PowerUniversal program showed lower problematic behaviors and higher pre-academic skills than those in which teachers followed the standard curriculum only. Although further studies are still needed, the current findings showed that the Coping Power Universal program can be adapted for preschoolers with good results. Implications for practice, methodological limitations, and directions for future research are reviewed.

show abstract

Section: Testing the Efficacy Of Coping Power Universal On Behavioral...mentioning

confidence: 93%

Testing the Efficacy of Coping Power Universal on Behavioral Problems and Pre-academic Skills in Preschoolers

Muratori

Giofrè

Bertacchi

et al. 2021

Early Childhood Educ J

Self Cite

View full text Add to dashboard Cite

show abstract

“…Dissemination studies of CP have also provided support for its effectiveness when implemented by intensively trained school counselors (Lochman et al, 2009;Lochman et al, 2012), when delivered to students in an individual format (Lochman et al, 2015), and when adapted for use with early adolescents (Lochman et al, 2017). Positive results have also been documented for CP in international settings (Muratori et al, 2015;Muratori et al, 2017;Mushtaq, Lochman, Tariq, & Sabih, 2016;van de Wiel et al, 2007;van de Wiel, Matthys, Cohen-Kettenis, & van Engeland, 2003;Zonnevylle-Bender, Matthys, van de Wiel, & Lochman, 2007). An abbreviated version of CP (24 child sessions and 10 parent sessions) implemented over 1 year has also reduced teacherrated externalizing behavior (Lochman, Boxmeyer, Powell, Roth, & Windle, 2006), with results sustained at a 3-year follow-up (Lochman, Baden, et al, 2014).…”

Section: Tier 2 Identification and Interventionsmentioning

confidence: 94%

Reducing Risk for Emotional and Behavioral Disorders in Late Elementary School: A Comparison of Two Targeted Interventions

McDaniel

Lochman

Tomek

et al. 2018

Behavioral Disorders

Self Cite

View full text Add to dashboard Cite

Early indicators of risk correspond with behavioral disorders in childhood and beyond (Webster-Stratton & Reid, 2003). One early indicator of future negative short-and long-term outcomes is early school failure, which predicts compounded mental health issues, problem behavior and peer problems, exclusionary discipline (suspension, expulsion), grade retention, substance abuse, arrest and adjudication, and school dropout (Crews et al., 2007; Nelson, Stage, Trout, Duppong-Hurley, & Epstein, 2008). Longterm negative school and postschool outcomes affect community and family structures negatively, and reactive interventions to address these effects are costly (Walker & Sprague, 1999). Although many risk factors such as poverty status are not amenable to change with exposure to preventive interventions or early-onset treatments, many deleterious outcomes stemming from these complicating risk factors can be addressed. Integrated, comprehensive models of prevention and intervention can address multiple areas of risk and measured deficits, even prior to indicators of school failure or during the early onset of school failure indicators. One critical time point for these interventions is between the lower and upper elementary grades. As students progress through formal schooling and acquire literacy and mathematics skills in the lower grades, achievement gaps for students at risk widen. Therefore, assessment, identification, and responsive interventions need to be put in place during this time, prior to transition to secondary education. Positive Behavioral Interventions and Supports (PBIS) PBIS is an evidence-based framework for improving school climate, reducing problem behaviors, and maximizing instructional time. This three-tiered framework improves student outcomes through integrating systems, data, and 747595B HDXXX10.

show abstract

“…Principles and practices of the original CPP were preserved but the activities of the CPU program for pre-schoolers are modified to be developmentally appropriate for pre-school children (see Intervention section). A previous Randomized Control Trial study (164 pre-schoolers) showed that children in a CPU condition had lower levels of behavioral difficulties than children in a control condition (Muratori et al., 2016a).…”

Section: The Coping Power Universalmentioning

confidence: 98%

Universal Coping Power for pre-schoolers: Effects on children's behavioral difficulties and pre-academic skills

Muratori

Lochman

Bertacchi

et al. 2018

School Psychology International

Self Cite

View full text Add to dashboard Cite

The Coping Power Program has been adapted as a universal prevention model (Coping Power Universal) aimed to reduce children's behavioral difficulties in Italian primary and nursery classes. The current study aimed to determine whether the version of the Universal Coping Power for pre-schoolers could reduce behavioral problems in school and home contexts, and could produce transfer effects on children's pre-academic skills. The sample included 102 five-year-old children who attended six pre-school classes located in Rovigo (Italy). Classes were randomly assigned to the intervention or to the control condition. Both parents and teachers indicated a significant reduction in behavioral problems for Coping Power classes, and teachers rated improvement in children's pre-mathematics, and language abilities. The results of this study are promising, suggesting pre-schoolers' social-emotional and pre-academic skills may benefit from the Universal Coping Power program.

show abstract

Coping power for preschool‐aged children: a pilot randomized control trial study

Abstract: The results of this study are promising and can be interpreted as providing initial support for the efficacy of the preschool version of Coping Power.

Cited by 14 publications

References 27 publications

Testing the Efficacy of Coping Power Universal on Behavioral Problems and Pre-academic Skills in Preschoolers

Testing the Efficacy of Coping Power Universal on Behavioral Problems and Pre-academic Skills in Preschoolers

Reducing Risk for Emotional and Behavioral Disorders in Late Elementary School: A Comparison of Two Targeted Interventions

Universal Coping Power for pre-schoolers: Effects on children's behavioral difficulties and pre-academic skills

Contact Info

Product

Resources

About