A Pilot Study of a Primary Prevention Curriculum to Address Preschool Behavior Problems

Upshur, Carole C.; Wenz-Gross, Melodie; Reed, George W.

doi:10.1007/s10935-013-0316-1

Cited by 20 publications

(23 citation statements)

References 28 publications

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“…Studies do not meet criteria for baseline equivalence if the differences between groups are greater than 0.25 SD. Three studies met baseline equivalence criterion for some outcome measures but not others (Han et al, 2005;Shure & Spivack, 1980;Upshur et al, 2013). Eighteen studies did not meet the baseline criterion because they lacked the relevant SD information or did not include a control group to make comparisons (Berry et al, 2016;Carpenter & Nangle, 2002;Ciancio et al, 2001;Denham & Burton, 1996;Forness et al, 2000).…”

Section: Evidence Evaluationmentioning

confidence: 99%

“…Researchers in 15 studies reported treatment fidelity, and all suggested positive results for fidelity. Researchers in only four studies reported social validity information, with two studies finding positive results Wenz-Gross & Upshur, 2012) and two finding mixed results (Hughes & Cline, 2015;Upshur et al, 2013).…”

Section: Implementation Variablesmentioning

confidence: 99%

“…One study did not meet the criterion because it acknowledged group differences but did not control the difference in the analytic model (Hughes & Cline, 2015). Three studies met baseline equivalence criterion for some outcome measures but not others (Han et al, 2005;Shure & Spivack, 1980;Upshur et al, 2013). This criterion, however, does not apply to the two single-subject studies (Hune & Nelson, 2002;Zahavi & Asher, 1978).…”

Section: Evidence Evaluationmentioning

confidence: 99%

“…Researchers in only four studies reported social validity information, with two studies finding positive resultsWenz-Gross & Upshur, 2012) and two finding mixed results(Hughes & Cline, 2015;Upshur et al, 2013). Researchers in only four studies reported social validity information, with two studies finding positive resultsWenz-Gross & Upshur, 2012) and two finding mixed results(Hughes & Cline, 2015;Upshur et al, 2013).…”

mentioning

confidence: 99%

“…Bierman et al, 2008;Bierman et al, 2014;Domitrovich et al, 2007;Moore et al, 2015;Nix et al, 2013), and in nine studies, the teachers were provided ongoing training support from coaches/consultants(Berry et al, 2016;Bierman et al, 2008;Bierman et al, 2014;Conner & Fraser, 2011;Domitrovich et al, 2007;Han et al, 2005;Moore et al, 2015;Nix et al, 2013;Nix et al, 2016). In two studies, teachers were trained at monthly sessions throughout the intervention(Upshur et al, 2013; …”

mentioning

confidence: 99%

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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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Section: Evidence Evaluationmentioning

confidence: 99%

Section: Implementation Variablesmentioning

confidence: 99%

Section: Evidence Evaluationmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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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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Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

et al. 2018

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Key Points Question How effective are universal curriculum-based social and emotional learning programs delivered in early childhood education and care centers at improving children’s social and emotional development? Findings A systematic review and meta-analysis of 79 unique studies with 18 292 unique participants found children exposed to a universal social and emotional learning intervention showed significant improvement in social competence, emotional competence, behavioral self-regulation, emotional and behavioral problems, and early learning outcomes compared with control participants. Meaning Early childhood is a crucial period for children’s social, emotional, and cognitive development, and these findings highlight what appears to be benefit of social and emotional learning interventions for young children across developmental domains.

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The Impact of a Primary Prevention Program on Preschool Children’s Social–Emotional Competence

Kemple

Lee²,

Ellis

2019

Early Childhood Educ J

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A Pilot Study of a Primary Prevention Curriculum to Address Preschool Behavior Problems

Cited by 20 publications

References 28 publications

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

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

Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

The Impact of a Primary Prevention Program on Preschool Children’s Social–Emotional Competence

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