Pub Date : 2021-02-18DOI: 10.1177/0271121421990838
N. Waschl, K. Poon, Mo Chen, Huichao Xie
The Family Outcomes Survey–Revised (FOS-R) measures family outcomes of services for young children with disabilities or developmental delays, and it can be used to investigate change in outcome achievement over time. To confirm the validity of FOS-R change scores, it must be established that the FOS-R measures the same construct over time; if so, score changes can be attributed to family outcome achievement. However, if not, interpretation of change scores may be misleading. Caregivers (N = 349) of Singaporean children with developmental delays receiving early intervention services completed the FOS-R Part A twice, approximately 1 year apart. Factor analysis was used to confirm the structure of the FOS-R Part A and to assess whether the scale measures the same thing across time (i.e., longitudinal measurement invariance). Results provided support for partial longitudinal measurement invariance, indicating that change scores on this scale can be validly interpreted with certain caveats.
{"title":"Assessing Family Outcomes Over Time: Longitudinal Measurement Invariance of the Family Outcomes Survey–Revised","authors":"N. Waschl, K. Poon, Mo Chen, Huichao Xie","doi":"10.1177/0271121421990838","DOIUrl":"https://doi.org/10.1177/0271121421990838","url":null,"abstract":"The Family Outcomes Survey–Revised (FOS-R) measures family outcomes of services for young children with disabilities or developmental delays, and it can be used to investigate change in outcome achievement over time. To confirm the validity of FOS-R change scores, it must be established that the FOS-R measures the same construct over time; if so, score changes can be attributed to family outcome achievement. However, if not, interpretation of change scores may be misleading. Caregivers (N = 349) of Singaporean children with developmental delays receiving early intervention services completed the FOS-R Part A twice, approximately 1 year apart. Factor analysis was used to confirm the structure of the FOS-R Part A and to assess whether the scale measures the same thing across time (i.e., longitudinal measurement invariance). Results provided support for partial longitudinal measurement invariance, indicating that change scores on this scale can be validly interpreted with certain caveats.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421990838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49063112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-15DOI: 10.1177/0271121420988890
E. Erwin, Jessica K. Bacon, P. Lalvani
Young learners often are enchanted with the world, fascinated by the ordinary, and absorbed in the present moment. We explore interconnected ideas about how young children’s natural proclivity toward being curious and noticing differences among people should be harnessed toward socially just ends. We consider ways in which joyfulness in learning are preserved, as teachers partner with young learners to cultivate their sense of justice in the classroom and beyond. We use disability studies in education as a theoretical framework for doing anti-bias work within early childhood education. We also describe global and neoliberal trends that directly and negatively impact the lives of young children by escalating injustice through educational practices and policies often disguised as reform. Ultimately, we propose reimagining equity-based practices, positive disability narratives, freedom and humanity, and the concept of place within pedagogy to transform early childhood education.
{"title":"It’s About Time! Advancing Justice Through Joyful Inquiry With Young Children","authors":"E. Erwin, Jessica K. Bacon, P. Lalvani","doi":"10.1177/0271121420988890","DOIUrl":"https://doi.org/10.1177/0271121420988890","url":null,"abstract":"Young learners often are enchanted with the world, fascinated by the ordinary, and absorbed in the present moment. We explore interconnected ideas about how young children’s natural proclivity toward being curious and noticing differences among people should be harnessed toward socially just ends. We consider ways in which joyfulness in learning are preserved, as teachers partner with young learners to cultivate their sense of justice in the classroom and beyond. We use disability studies in education as a theoretical framework for doing anti-bias work within early childhood education. We also describe global and neoliberal trends that directly and negatively impact the lives of young children by escalating injustice through educational practices and policies often disguised as reform. Ultimately, we propose reimagining equity-based practices, positive disability narratives, freedom and humanity, and the concept of place within pedagogy to transform early childhood education.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420988890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46102163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-31DOI: 10.1177/0271121420986868
Elizabeth M. Kelly, S. Harbin, Scott Spaulding, Carly Roberts, Kathleen Artman-Meeker
Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members’ and early childhood educators’ experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family–professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process.
{"title":"A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports","authors":"Elizabeth M. Kelly, S. Harbin, Scott Spaulding, Carly Roberts, Kathleen Artman-Meeker","doi":"10.1177/0271121420986868","DOIUrl":"https://doi.org/10.1177/0271121420986868","url":null,"abstract":"Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members’ and early childhood educators’ experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family–professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420986868","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-12DOI: 10.1177/0888406420987738
{"title":"Future Topics","authors":"","doi":"10.1177/0888406420987738","DOIUrl":"https://doi.org/10.1177/0888406420987738","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420987738","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43700365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-04DOI: 10.1177/0271121420981130
M. Bruder, Kelly E. Ferreira
Early learning and development standards (ELDS) describe the knowledge, skills, and dispositions young children should demonstrate before kindergarten. This article describes a review of state ELDS for children from birth to 5 years of age to determine if they included information and guidance about the learning needs of young children with developmental delays. A national search of ELDS located 79 documents that represented 53 U.S. states and territories. The review of the documents revealed that a majority of state ELDS had references to young children with developmental delays (89%), but statements and guidance describing specific accommodations for this population were not prevalent. Only two states had supplemental documents addressing the learning needs of young children with developmental delays to facilitate their inclusion in state ELDS. Implications of these findings and recommendations to facilitate the use of ELDS with all young children in inclusive early childhood programs and classrooms are discussed.
{"title":"State Early Learning and Development Standards: A Unified Curriculum Framework for All Young Children","authors":"M. Bruder, Kelly E. Ferreira","doi":"10.1177/0271121420981130","DOIUrl":"https://doi.org/10.1177/0271121420981130","url":null,"abstract":"Early learning and development standards (ELDS) describe the knowledge, skills, and dispositions young children should demonstrate before kindergarten. This article describes a review of state ELDS for children from birth to 5 years of age to determine if they included information and guidance about the learning needs of young children with developmental delays. A national search of ELDS located 79 documents that represented 53 U.S. states and territories. The review of the documents revealed that a majority of state ELDS had references to young children with developmental delays (89%), but statements and guidance describing specific accommodations for this population were not prevalent. Only two states had supplemental documents addressing the learning needs of young children with developmental delays to facilitate their inclusion in state ELDS. Implications of these findings and recommendations to facilitate the use of ELDS with all young children in inclusive early childhood programs and classrooms are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420981130","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46342609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-02DOI: 10.1177/0271121420951859
Jeevita Sidhu, N. Barlas, Karin Lifter
The term functional play is used widely and variably in serving young children who have developmental delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions into two groups: one in terms of appropriate use of toys and the other in terms of motor activities. We conclude that the toy-directed focus subsumed in appropriate use is subject to wide variation in interpretation, and it should not be used as a category of play. It does not explicitly take into account children’s developmental progress in play. We recommend the term should be reserved for activities that support engagement and interest. Such activities represent play as functional for a child, requiring an understanding of children’s progress in play, which is play that is child-focused.
{"title":"On the Meanings of Functional Play: A Review and Clarification of Definitions","authors":"Jeevita Sidhu, N. Barlas, Karin Lifter","doi":"10.1177/0271121420951859","DOIUrl":"https://doi.org/10.1177/0271121420951859","url":null,"abstract":"The term functional play is used widely and variably in serving young children who have developmental delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions into two groups: one in terms of appropriate use of toys and the other in terms of motor activities. We conclude that the toy-directed focus subsumed in appropriate use is subject to wide variation in interpretation, and it should not be used as a category of play. It does not explicitly take into account children’s developmental progress in play. We recommend the term should be reserved for activities that support engagement and interest. Such activities represent play as functional for a child, requiring an understanding of children’s progress in play, which is play that is child-focused.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420951859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42465189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/0271121420971402
{"title":"Future Topics","authors":"","doi":"10.1177/0271121420971402","DOIUrl":"https://doi.org/10.1177/0271121420971402","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420971402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45933076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/0271121420956781
C. H. Qi, Rebecca J. Bulotsky-Shearer, E. Barton
This topical issue consists of a collection of five empirical articles that use different methods and models to examine the dynamic interrelation between language skills and behavior problems within early childhood classrooms. The linkage between language and behavior problems among young children from families living in poverty has elicited considerable attention in the past two decades. The special issue brings attention to the importance of understanding children’s behavior and language skills within the context of their classroom supports and within the context of their own developmental capacities. Identifying strategic points of intervention that build upon the strengths of young children, their families, and their teachers is ultimately the goal to best promote positive developmental trajectories of children from families living in poverty—who are disproportionately from ethnic minority backgrounds. There are at least three reasons that the complex relation within the larger context of poverty has captivated researchers from multiple fields, including early childhood special education, child development, educational psychology, and communication sciences and disorders. First, research has highlighted the importance of language skills and behavioral functions during preschool years as developmentally related domains, which are critical for school success (Qi et al., 2019; Snow, 2007). Second, children living in poverty are at greater risk for language difficulties and behavior concerns (Baker & Brooks-Gunn, 2020; Hart & Risley, 1995). The five studies included in this issue advance an integrative view of child development by studying interrelatedness of language and behavior and the pathways involved among children from low-income backgrounds. Third, there is lack of clarity of whether the relation between these two domains is reciprocal despite considerable evidence of a unidirectional, negative association between language skills and challenging behaviors serving as predictors or outcomes. For example, some work has found lower receptive vocabulary during preschool years was associated with later higher externalizing behaviors (Petersen & LeBeau, 2020), while other studies have provided support for the contribution of challenging behaviors to poorer receptive vocabulary (Bulotsky-Shearer et al., 2020). A great deal remains to be learned about the process by which one skill influences the other. It is also valuable to understand the conditions under which these effects occur so that more focused prevention and interventions can be delivered to address the needs of children. Recent advances in research, practice, and theoretical formations call for a more comprehensive examination of the dynamic process that links language and behavior during preschool years. Authors of the first two articles presented studies that examined this complex relation at the child level. In their article, “Bidirectional Associations Between Preschool Classroom Be
{"title":"Examining the Relation Between Language Skills and Challenging Behavior","authors":"C. H. Qi, Rebecca J. Bulotsky-Shearer, E. Barton","doi":"10.1177/0271121420956781","DOIUrl":"https://doi.org/10.1177/0271121420956781","url":null,"abstract":"This topical issue consists of a collection of five empirical articles that use different methods and models to examine the dynamic interrelation between language skills and behavior problems within early childhood classrooms. The linkage between language and behavior problems among young children from families living in poverty has elicited considerable attention in the past two decades. The special issue brings attention to the importance of understanding children’s behavior and language skills within the context of their classroom supports and within the context of their own developmental capacities. Identifying strategic points of intervention that build upon the strengths of young children, their families, and their teachers is ultimately the goal to best promote positive developmental trajectories of children from families living in poverty—who are disproportionately from ethnic minority backgrounds. There are at least three reasons that the complex relation within the larger context of poverty has captivated researchers from multiple fields, including early childhood special education, child development, educational psychology, and communication sciences and disorders. First, research has highlighted the importance of language skills and behavioral functions during preschool years as developmentally related domains, which are critical for school success (Qi et al., 2019; Snow, 2007). Second, children living in poverty are at greater risk for language difficulties and behavior concerns (Baker & Brooks-Gunn, 2020; Hart & Risley, 1995). The five studies included in this issue advance an integrative view of child development by studying interrelatedness of language and behavior and the pathways involved among children from low-income backgrounds. Third, there is lack of clarity of whether the relation between these two domains is reciprocal despite considerable evidence of a unidirectional, negative association between language skills and challenging behaviors serving as predictors or outcomes. For example, some work has found lower receptive vocabulary during preschool years was associated with later higher externalizing behaviors (Petersen & LeBeau, 2020), while other studies have provided support for the contribution of challenging behaviors to poorer receptive vocabulary (Bulotsky-Shearer et al., 2020). A great deal remains to be learned about the process by which one skill influences the other. It is also valuable to understand the conditions under which these effects occur so that more focused prevention and interventions can be delivered to address the needs of children. Recent advances in research, practice, and theoretical formations call for a more comprehensive examination of the dynamic process that links language and behavior during preschool years. Authors of the first two articles presented studies that examined this complex relation at the child level. In their article, “Bidirectional Associations Between Preschool Classroom Be","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420956781","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47196400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.1177/0271121420942850
Dincer Saral, Burcu Ulke-Kurkcuoglu
We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD ages 5 to 6 years took part in the study. LTM was functionally related to increases in the frequency and diversity of children’s pretend play. Novel pretend play behaviors, sequences, and vocalizations also increased for all children. Importantly, all children maintained the target skills 1, 2, and 4 weeks after the intervention and generalized them across their homes, mothers, and different toys.
{"title":"Using Least-To-Most Prompting to Increase the Frequency and Diversity of Pretend Play in Children with Autism","authors":"Dincer Saral, Burcu Ulke-Kurkcuoglu","doi":"10.1177/0271121420942850","DOIUrl":"https://doi.org/10.1177/0271121420942850","url":null,"abstract":"We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD ages 5 to 6 years took part in the study. LTM was functionally related to increases in the frequency and diversity of children’s pretend play. Novel pretend play behaviors, sequences, and vocalizations also increased for all children. Importantly, all children maintained the target skills 1, 2, and 4 weeks after the intervention and generalized them across their homes, mothers, and different toys.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420942850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44946325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-14DOI: 10.1177/0271121420935579
Li Luo, B. Reichow, Patricia A. Snyder, J. Harrington, Joy C. Polignano
All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. In this study, the authors reviewed systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and used meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes. Four electronic databases (i.e., Academic Search Premier, Educational Resource Information Center, PsycINFO, and Education Full Text) were systematically searched in December 2015 and updated in January 2018. “Snowball methods” were used to locate additional relevant studies. Effect size estimates were pooled using random-effects meta-analyses for three child outcomes, and moderator analyses were conducted. Thirty-nine studies involving 10,646 child participants met the inclusion criteria and were included in this systematic review, with 33 studies included in the meta-analyses. Random-effects meta-analyses showed (a) improvements in social competence and emotional competence, and (b) decreases in challenging behavior. For social competence and challenging behavior, moderator analyses suggested interventions with a family component had statistically significant and larger effect sizes than those without a family component. Studies in which classroom teachers served as the intervention agent produced statistically significant but smaller effect sizes than when researchers or others implemented the intervention for challenging behavior. This systematic review and meta-analysis support using comprehensive social–emotional interventions for all children in a preschool classroom to improve their social–emotional competence and reduce challenging behavior.
{"title":"Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children","authors":"Li Luo, B. Reichow, Patricia A. Snyder, J. Harrington, Joy C. Polignano","doi":"10.1177/0271121420935579","DOIUrl":"https://doi.org/10.1177/0271121420935579","url":null,"abstract":"All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. In this study, the authors reviewed systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and used meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes. Four electronic databases (i.e., Academic Search Premier, Educational Resource Information Center, PsycINFO, and Education Full Text) were systematically searched in December 2015 and updated in January 2018. “Snowball methods” were used to locate additional relevant studies. Effect size estimates were pooled using random-effects meta-analyses for three child outcomes, and moderator analyses were conducted. Thirty-nine studies involving 10,646 child participants met the inclusion criteria and were included in this systematic review, with 33 studies included in the meta-analyses. Random-effects meta-analyses showed (a) improvements in social competence and emotional competence, and (b) decreases in challenging behavior. For social competence and challenging behavior, moderator analyses suggested interventions with a family component had statistically significant and larger effect sizes than those without a family component. Studies in which classroom teachers served as the intervention agent produced statistically significant but smaller effect sizes than when researchers or others implemented the intervention for challenging behavior. This systematic review and meta-analysis support using comprehensive social–emotional interventions for all children in a preschool classroom to improve their social–emotional competence and reduce challenging behavior.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420935579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48221012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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