Zachary C LaBrot, Emily R DeFouw, Marshall Lundy, Kayla McVay, Andrew Rozsa, Brad A. Dufrene
Early childhood educators are in a critical position to support young children’s social-emotional, behavioral, and learning development, which can be accomplished through consistent use of evidence-based practices delivered in day-to-day interactions. However, early childhood educators may require support for implementing evidence-based practices. The purpose of this paper is to introduce a novel form of behavioral consultation for early childhood educators. Specifically, a behavior analytic multitiered consultation model in which implementation supports become increasingly more intensive is described. Rationale, implementation, evidence-base, and implications for practice and research are described. Finally, this paper concludes with an empirical case study to illustrate this model’s implementation. This paper is also meant to serve as a call-to-action for researchers and practitioners to replicate this consultation model.
{"title":"Towards a Practical Behavior Analytic Multitiered Consultation Model for Early Childhood Educators","authors":"Zachary C LaBrot, Emily R DeFouw, Marshall Lundy, Kayla McVay, Andrew Rozsa, Brad A. Dufrene","doi":"10.58948/2834-8257.1024","DOIUrl":"https://doi.org/10.58948/2834-8257.1024","url":null,"abstract":"Early childhood educators are in a critical position to support young children’s social-emotional, behavioral, and learning development, which can be accomplished through consistent use of evidence-based practices delivered in day-to-day interactions. However, early childhood educators may require support for implementing evidence-based practices. The purpose of this paper is to introduce a novel form of behavioral consultation for early childhood educators. Specifically, a behavior analytic multitiered consultation model in which implementation supports become increasingly more intensive is described. Rationale, implementation, evidence-base, and implications for practice and research are described. Finally, this paper concludes with an empirical case study to illustrate this model’s implementation. This paper is also meant to serve as a call-to-action for researchers and practitioners to replicate this consultation model.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Kupzyk, Brenda Bassingthwaite, ADam D. Weaver, Philip D. Nordness
Young children often present with challenging behaviors such as tantrums, aggression, and noncompliance. Rates of expulsion for behavior concerns in early childhood are alarming and can have long-term negative implications for children and their families (Early Childhood Learning and Knowledge Center, 2022). Implementation of a systematic multi-tiered system of supports framework can improve behavioral outcomes of young children. To effectively meet child and family needs within these frameworks, it is integral for members of the team to collaborate. Interdisciplinary teams within early childhood might include families, teachers, school psychologists, behavior analysts, speech language pathologists, physical therapists, occupational therapists and other related mental health and medical providers. The Interprofessional Education Collaborative outlined competencies for interdisciplinary collaborative practice that are organized within four domains: values and ethics, roles/responsibilities, interdisciplinary communication, and teams/teamwork. To facilitate interdisciplinary collaboration (IC) in practice, it is important to provide opportunities for collaboration across disciplines within coursework and field experiences. In this paper, we provide an example of an interdisciplinary training program to support behavioral and mental health needs of children. The training includes graduate students in applied behavior analysis, school psychology, and special education. Scholars participating in the program complete coursework for their specific programs in addition to joint coursework, seminars, and practicum activities in school settings. Throughout the program, scholars gain knowledge and skills in eight competencies identified for the program. Based on the literature and our training experience, we also outline insights and actions for training at the university-level and practitioner-level to implement interdisciplinary teaming.
{"title":"Interdisciplinary Collaborative Practice in Early Childhood","authors":"Sara Kupzyk, Brenda Bassingthwaite, ADam D. Weaver, Philip D. Nordness","doi":"10.58948/2834-8257.1028","DOIUrl":"https://doi.org/10.58948/2834-8257.1028","url":null,"abstract":"Young children often present with challenging behaviors such as tantrums, aggression, and noncompliance. Rates of expulsion for behavior concerns in early childhood are alarming and can have long-term negative implications for children and their families (Early Childhood Learning and Knowledge Center, 2022). Implementation of a systematic multi-tiered system of supports framework can improve behavioral outcomes of young children. To effectively meet child and family needs within these frameworks, it is integral for members of the team to collaborate. Interdisciplinary teams within early childhood might include families, teachers, school psychologists, behavior analysts, speech language pathologists, physical therapists, occupational therapists and other related mental health and medical providers. The Interprofessional Education Collaborative outlined competencies for interdisciplinary collaborative practice that are organized within four domains: values and ethics, roles/responsibilities, interdisciplinary communication, and teams/teamwork. To facilitate interdisciplinary collaboration (IC) in practice, it is important to provide opportunities for collaboration across disciplines within coursework and field experiences. In this paper, we provide an example of an interdisciplinary training program to support behavioral and mental health needs of children. The training includes graduate students in applied behavior analysis, school psychology, and special education. Scholars participating in the program complete coursework for their specific programs in addition to joint coursework, seminars, and practicum activities in school settings. Throughout the program, scholars gain knowledge and skills in eight competencies identified for the program. Based on the literature and our training experience, we also outline insights and actions for training at the university-level and practitioner-level to implement interdisciplinary teaming.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early literacy skills are key indicators of later reading success, and early literacy instruction in early childhood education can support both positive academic and behavioral child outcomes. Dialogic reading (DR) is an evidence-based intervention that targets early literacy skills like oral language, vocabulary, and print concepts. Although research suggests DR has the potential to impact the early literacy skills of young children, intervention fidelity must be maintained for the intervention to be effective. Two single case design studies were conducted in an early childhood setting that together examined (a) the effects of intervention supports on the intervention fidelity of educators performing interventions, and (b) early child literacy outcomes when educators accessed DR intervention supports. Study 1, an alternating treatment design, focused on intervention scripts and an intervention checklist on intervention fidelity. Findings indicated that both supports equivalently increased educators’ (N = 4) intervention fidelity, though the educators preferred using a checklist. Study 2, a multiple baseline design, examined the effects of the intervention supports and subsequent increased intervention fidelity on child early literacy across four children. Findings indicated increased book-based vocabulary for children during the intervention phase when intervention fidelity levels were higher. Taken together, the studies suggest intervention fidelity for DR is best delivered with support from checklists or other methods, and that ensuring that DR is delivered as intended may help bolster children’s reading skills.
{"title":"Supporting Intervention Fidelity of Dialogic Reading to Support Preschool Children’s Early Literacy Skills","authors":"Cara Dillon, Daniel Newman","doi":"10.58948/2834-8257.1029","DOIUrl":"https://doi.org/10.58948/2834-8257.1029","url":null,"abstract":"Early literacy skills are key indicators of later reading success, and early literacy instruction in early childhood education can support both positive academic and behavioral child outcomes. Dialogic reading (DR) is an evidence-based intervention that targets early literacy skills like oral language, vocabulary, and print concepts. Although research suggests DR has the potential to impact the early literacy skills of young children, intervention fidelity must be maintained for the intervention to be effective. Two single case design studies were conducted in an early childhood setting that together examined (a) the effects of intervention supports on the intervention fidelity of educators performing interventions, and (b) early child literacy outcomes when educators accessed DR intervention supports. Study 1, an alternating treatment design, focused on intervention scripts and an intervention checklist on intervention fidelity. Findings indicated that both supports equivalently increased educators’ (N = 4) intervention fidelity, though the educators preferred using a checklist. Study 2, a multiple baseline design, examined the effects of the intervention supports and subsequent increased intervention fidelity on child early literacy across four children. Findings indicated increased book-based vocabulary for children during the intervention phase when intervention fidelity levels were higher. Taken together, the studies suggest intervention fidelity for DR is best delivered with support from checklists or other methods, and that ensuring that DR is delivered as intended may help bolster children’s reading skills.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christopher M Furlow, Laura K Barker, Robyn R. Brewer, Mary N. Thomason, Alexandra G. Brunner, Frances K Huff
The current study describes outcomes for seven families who participated in telehealth services from an early intervention clinic in a rural state during the COVID-19 pandemic. Families received different levels of care from a Board-Certified Behavior Analyst (BCBA®) over three months, ranging from one hour to 20 hours per week. The telemedicine sessions primarily focused on teaching caregivers to implement protocols that focused on rapport-building (i.e., Time-In [TI]), increasing child compliance with instructions (i.e., Effective Instruction Delivery [EID]), and language acquisition programs selected from the Promoting Emergence of Advanced Knowledge (PEAK) Comprehensive Assessment and Curriculum. At the conclusion of the telemedicine sessions, parents implemented the protocols with high degrees of treatment integrity, and improvements in skill acquisition on a standardized language assessment were observed for children with autism spectrum disorder (ASD). Implications for providing telemedicine services to rural and underserved communities without access to early intervention services and future directions for research are discussed.
{"title":"Perspectives for the Delivery of Early Intervention Services via Telemedicine in Rural States: Outcomes from the COVID-19 Pandemic","authors":"Christopher M Furlow, Laura K Barker, Robyn R. Brewer, Mary N. Thomason, Alexandra G. Brunner, Frances K Huff","doi":"10.58948/2834-8257.1053","DOIUrl":"https://doi.org/10.58948/2834-8257.1053","url":null,"abstract":"The current study describes outcomes for seven families who participated in telehealth services from an early intervention clinic in a rural state during the COVID-19 pandemic. Families received different levels of care from a Board-Certified Behavior Analyst (BCBA®) over three months, ranging from one hour to 20 hours per week. The telemedicine sessions primarily focused on teaching caregivers to implement protocols that focused on rapport-building (i.e., Time-In [TI]), increasing child compliance with instructions (i.e., Effective Instruction Delivery [EID]), and language acquisition programs selected from the Promoting Emergence of Advanced Knowledge (PEAK) Comprehensive Assessment and Curriculum. At the conclusion of the telemedicine sessions, parents implemented the protocols with high degrees of treatment integrity, and improvements in skill acquisition on a standardized language assessment were observed for children with autism spectrum disorder (ASD). Implications for providing telemedicine services to rural and underserved communities without access to early intervention services and future directions for research are discussed.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Madison Billingsley-Ring, Kayla Bates-Brantley, Hailey Ripple, Mallie Donald, Daniel L. Gadke, Sarah Harry
Learning how to read accurately and fluently is a critical component for a student’s future academic success. Reading fluency is a skill that many students struggle to master. In addition, many students missed out on key skill development due to the loss of instruction from COVID-19. As schools begin to recover from these educational losses, small group reading interventions offer an efficient solution to service multiple students at once. Small group reading interventions such as Repeated Readings (RR), Listening Passage Preview (LPP) and LPP with RR (LPP+RR) have all been demonstrated to be effective methods for increasing reading fluency. Yet few studies have specifically examined the effectiveness of these interventions in comparison to each other in a group setting. The current study compared reading RR, LPP, and LPP+RR in a small group setting to determine which intervention yielded the largest gains in reading fluency.
{"title":"An Alternating Treatment Design Comparing Small Group Reading Interventions Across Early Elementary Readers","authors":"Madison Billingsley-Ring, Kayla Bates-Brantley, Hailey Ripple, Mallie Donald, Daniel L. Gadke, Sarah Harry","doi":"10.58948/2834-8257.1051","DOIUrl":"https://doi.org/10.58948/2834-8257.1051","url":null,"abstract":"Learning how to read accurately and fluently is a critical component for a student’s future academic success. Reading fluency is a skill that many students struggle to master. In addition, many students missed out on key skill development due to the loss of instruction from COVID-19. As schools begin to recover from these educational losses, small group reading interventions offer an efficient solution to service multiple students at once. Small group reading interventions such as Repeated Readings (RR), Listening Passage Preview (LPP) and LPP with RR (LPP+RR) have all been demonstrated to be effective methods for increasing reading fluency. Yet few studies have specifically examined the effectiveness of these interventions in comparison to each other in a group setting. The current study compared reading RR, LPP, and LPP+RR in a small group setting to determine which intervention yielded the largest gains in reading fluency.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chloe Beacham, Catherine Perkins, Andrew T Roach, Brian Barger, Claire Donehower, Kathleen M Baggett
There is high demand for future school psychologists to address the need for continuous evidence-based consultation that moves beyond K-12 settings, and includes evidence-based consultation to promote school readiness for infants and toddlers with and at risk for developmental disabilities. While there exists a demand for school psychologists in infant and toddler settings, the primary focus of training programs is preparing graduates to work in school-based settings. Currently, a gap exists in graduate training opportunities in evidence-based consultation practices that support school readiness for infants and toddlers with and at risk for disabilities served through Part C services. While school psychologists typically are trained on evidence-based consultation mechanisms that have largely been utilized in K-12 contexts, they rarely receive consultation training with families of infants and toddlers. Therefore, expansion of training is necessary to support infants and toddlers through evidence-based consultation models. To underscore the importance of continuity in application of evidence-based consultation models, the current manuscript compares an evidence-based consultation model validated in K-12 settings and a consultation model for promoting infant and toddler developmental competencies. An illustration of the application of evidence-based consultation frameworks within multi-tiered systems of support and recommendations for graduate training, to better prepare school psychologists for work in birth-to-three settings, is provided.
{"title":"Building Future Capacity of School Psychologists to Address the Demand for Inclusive Evidence-Based Consultation: Moving Beyond K-12 to Include School Readiness Frameworks","authors":"Chloe Beacham, Catherine Perkins, Andrew T Roach, Brian Barger, Claire Donehower, Kathleen M Baggett","doi":"10.58948/2834-8257.1027","DOIUrl":"https://doi.org/10.58948/2834-8257.1027","url":null,"abstract":"There is high demand for future school psychologists to address the need for continuous evidence-based consultation that moves beyond K-12 settings, and includes evidence-based consultation to promote school readiness for infants and toddlers with and at risk for developmental disabilities. While there exists a demand for school psychologists in infant and toddler settings, the primary focus of training programs is preparing graduates to work in school-based settings. Currently, a gap exists in graduate training opportunities in evidence-based consultation practices that support school readiness for infants and toddlers with and at risk for disabilities served through Part C services. While school psychologists typically are trained on evidence-based consultation mechanisms that have largely been utilized in K-12 contexts, they rarely receive consultation training with families of infants and toddlers. Therefore, expansion of training is necessary to support infants and toddlers through evidence-based consultation models. To underscore the importance of continuity in application of evidence-based consultation models, the current manuscript compares an evidence-based consultation model validated in K-12 settings and a consultation model for promoting infant and toddler developmental competencies. An illustration of the application of evidence-based consultation frameworks within multi-tiered systems of support and recommendations for graduate training, to better prepare school psychologists for work in birth-to-three settings, is provided.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For more than 100 years, the “summer slide,” or the learning losses by students following a long summer break have been well documented. On average, a typical student loses a little more than one month’s worth of skill across each academic area (e.g., language arts and mathematics) throughout the summer months. Research has also demonstrated that the “summer slide” has a particularly harmful impact on reading achievement of students from low-socioeconomic status (SES) backgrounds. The purpose of the present study was to investigate the effectiveness of a tiered system of support for oral reading fluency in early elementary school aged students a summer day camp program to mitigate some of the academic loss that typically occurs. All students attending the summer day camp completed a survey-level assessment (SLA) process using AIMSweb materials to determine their instructional level with reading. Following the assessment, students were placed in tiered groups where they received intervention up to three times a week for 30 minutes and were progressed monitored weekly. Results were mixed across participants; however, nine of the 11 participants made gains by the end of the summer, and four of 11 participants performed above the predicted summer slide for the grade level they had completed in the spring. Limitations and future directions for research are also discussed for furthering supports in this area.
{"title":"Avoiding the Summer Slide: Tier One and Two Supports Targeting Early Readers","authors":"Sarah Harry","doi":"10.58948/2834-8257.1025","DOIUrl":"https://doi.org/10.58948/2834-8257.1025","url":null,"abstract":"For more than 100 years, the “summer slide,” or the learning losses by students following a long summer break have been well documented. On average, a typical student loses a little more than one month’s worth of skill across each academic area (e.g., language arts and mathematics) throughout the summer months. Research has also demonstrated that the “summer slide” has a particularly harmful impact on reading achievement of students from low-socioeconomic status (SES) backgrounds. The purpose of the present study was to investigate the effectiveness of a tiered system of support for oral reading fluency in early elementary school aged students a summer day camp program to mitigate some of the academic loss that typically occurs. All students attending the summer day camp completed a survey-level assessment (SLA) process using AIMSweb materials to determine their instructional level with reading. Following the assessment, students were placed in tiered groups where they received intervention up to three times a week for 30 minutes and were progressed monitored weekly. Results were mixed across participants; however, nine of the 11 participants made gains by the end of the summer, and four of 11 participants performed above the predicted summer slide for the grade level they had completed in the spring. Limitations and future directions for research are also discussed for furthering supports in this area.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tyler E. Smith, Zachary Charles LaBrot, Emily Maxime, Abbigail Lawson
Early childhood educators are tasked with supporting young children’s academic, behavioral, and social-emotional through the use of evidence-based practices (EBPs). Unfortunately, early childhood educators may struggle with consistent implementation of EBPs. When this occurs, school-based consultation may be beneficial in promoting early childhood educators’ use of effective classroom management practices and interventions. A critical aspect of school-based consultation is ensuring that early childhood educators generalize strategies they have been trained to use through consultation. However, the extent to which early childhood educators generalize skills trained through consultation across settings, children, and other evidence-based practices is unclear. Therefore, the purpose of this meta-analysis was to synthesize the existing school-based consultation literature in early childhood settings to determine the extent to which early childhood educators generalize skills trained through consultation. A total of 12 studies including 39 educator consultees and 171 effects comprised our final sample. Three-level hierarchical models with robust variance estimation were used to pool both Log Response Ratios and Tau effect sizes for analyses. Overall results indicated school-based consultation had a positive and significant impact on educator generalization of EBPs (LRRi = 0.95; Tau = 0.79). Further, particular implementation supports (e.g., in situ training) significantly contributed to EBP generalization. These results suggest school-based consultation to be an effective means for promoting early childhood educator generalization of EBPs. Implications for research and practice and future research directions are discussed.
{"title":"School-based Consultation to Promote Generalization of Early Childhood Educators’ Evidence-based Practices: A Meta-analysis","authors":"Tyler E. Smith, Zachary Charles LaBrot, Emily Maxime, Abbigail Lawson","doi":"10.58948/2834-8257.1023","DOIUrl":"https://doi.org/10.58948/2834-8257.1023","url":null,"abstract":"Early childhood educators are tasked with supporting young children’s academic, behavioral, and social-emotional through the use of evidence-based practices (EBPs). Unfortunately, early childhood educators may struggle with consistent implementation of EBPs. When this occurs, school-based consultation may be beneficial in promoting early childhood educators’ use of effective classroom management practices and interventions. A critical aspect of school-based consultation is ensuring that early childhood educators generalize strategies they have been trained to use through consultation. However, the extent to which early childhood educators generalize skills trained through consultation across settings, children, and other evidence-based practices is unclear. Therefore, the purpose of this meta-analysis was to synthesize the existing school-based consultation literature in early childhood settings to determine the extent to which early childhood educators generalize skills trained through consultation. A total of 12 studies including 39 educator consultees and 171 effects comprised our final sample. Three-level hierarchical models with robust variance estimation were used to pool both Log Response Ratios and Tau effect sizes for analyses. Overall results indicated school-based consultation had a positive and significant impact on educator generalization of EBPs (LRRi = 0.95; Tau = 0.79). Further, particular implementation supports (e.g., in situ training) significantly contributed to EBP generalization. These results suggest school-based consultation to be an effective means for promoting early childhood educator generalization of EBPs. Implications for research and practice and future research directions are discussed.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditionally, school-based preventative frameworks have been implemented in isolation with little consideration of alignment and integration of practices throughout the school day. The present study aims to address this gap by increasing school psychologists’ preventative involvement with consultation in early childhood school settings. Using an integrated approach through a multiple baseline design, four Head Start educators were trained in classroom management practices, to increase opportunities throughout the day for teaching, prompting, and reinforcing key skills taught through the Second Step Early Learning (SSEL) social emotional learning curriculum. Findings suggest that a brief professional development session (1-hour) followed by weekly performance feedback (15 minutes) largely increased educator use of aligning classroom management strategies with weekly SSEL lessons (ES = .94, p-value =
{"title":"Aligning Classroom Management Strategies with a Social Emotional Learning Curriculum in Early Childhood","authors":"Jessica Kemp, Sara Whitcomb","doi":"10.58948/2834-8257.1054","DOIUrl":"https://doi.org/10.58948/2834-8257.1054","url":null,"abstract":"Traditionally, school-based preventative frameworks have been implemented in isolation with little consideration of alignment and integration of practices throughout the school day. The present study aims to address this gap by increasing school psychologists’ preventative involvement with consultation in early childhood school settings. Using an integrated approach through a multiple baseline design, four Head Start educators were trained in classroom management practices, to increase opportunities throughout the day for teaching, prompting, and reinforcing key skills taught through the Second Step Early Learning (SSEL) social emotional learning curriculum. Findings suggest that a brief professional development session (1-hour) followed by weekly performance feedback (15 minutes) largely increased educator use of aligning classroom management strategies with weekly SSEL lessons (ES = .94, p-value =","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kayla Bates-Brantley, Zachary Charles LaBrot, Sarah Harry
Early childhood is often referred to as a sensitive period of development due to the critical nature of skills a young child is expected to acquire across a short period of time. It is a time when foundational social-emotional and academic skills can set the trajectory for later successful outcomes. It is also a time when the lack of critical skill development can increase a child’s risk for future mental health and other long-term negative outcomes. Therefore, it is always pressing that early childhood institutions and stakeholders are abreast of evidence-based practices that promote the healthy development of a child’s social-emotional and academic well-being. The focus of the second volume of this two-part special issue in Perspectives on Early Childhood Psychology and Education is aimed at providing effective practices to help relevant stakeholders promote positive pro-social outcomes throughout early childhood. This article will introduce volume two of the special issue. In addition, an overview of published manuscripts will provide readers with content-specific insight.
{"title":"Introduction to Part 2 of the Special Issue: Helping Relevant Stakeholders Promote Behavioral Outcomes in Early Childhood","authors":"Kayla Bates-Brantley, Zachary Charles LaBrot, Sarah Harry","doi":"10.58948/2834-8257.1052","DOIUrl":"https://doi.org/10.58948/2834-8257.1052","url":null,"abstract":"Early childhood is often referred to as a sensitive period of development due to the critical nature of skills a young child is expected to acquire across a short period of time. It is a time when foundational social-emotional and academic skills can set the trajectory for later successful outcomes. It is also a time when the lack of critical skill development can increase a child’s risk for future mental health and other long-term negative outcomes. Therefore, it is always pressing that early childhood institutions and stakeholders are abreast of evidence-based practices that promote the healthy development of a child’s social-emotional and academic well-being. The focus of the second volume of this two-part special issue in Perspectives on Early Childhood Psychology and Education is aimed at providing effective practices to help relevant stakeholders promote positive pro-social outcomes throughout early childhood. This article will introduce volume two of the special issue. In addition, an overview of published manuscripts will provide readers with content-specific insight.","PeriodicalId":500741,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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