Improved classroom quality and child behavior in an Arkansas early childhood mental health consultation pilot project

Abstract

The aim of the current study was to examine the effects of early childhood mental health consultation (ECMHC) on teacher-level and child-level outcomes in the context of a partnership between community mental health centers in three regions of Arkansas and publically funded early education programs (14 intervention sites and 4 comparison sites). From 2005 to 2008, 193 teachers participated in the study, along with 1,448 children. Data-collection activities included structured classroom observations, teacher ratings of children's strengths and behavior, and teacher surveys to assess satisfaction with ECMHC services. Results suggest that teachers were highly satisfied with the consultation services and that teachers receiving the intervention had lower levels of permissiveness and detachment, with a trend toward higher levels of sensitivity in interactions with children in their classroom. In terms of child outcomes, we found that by the third year of the project, children at intervention sites were rated by their teachers as having fewer behavior problems and more protective factors.

Addressing Early Adversity Through Mental Health Consultation in Early Childhood Settings

“…Results from multiple evaluations of Project PLAY suggest the program is having success in improving the child care experience for young children (Conners‐Burrow et al, ; Conners‐Burrow, Whiteside‐Mansell, McKelvey, Vermani, & Sockwell, ). The most recent evaluation report includes data collected since Project PLAY began to prioritize services to child care centers that serve young foster children.…”

Early Childhood Mental Health Consultation: An Evaluation of Effectiveness in a Rural Community

“…In general, teachers and parents have reported high levels of satisfaction with ECMHC programs (Brennan et al., ; Conners‐Burrow, Whiteside‐Mansell, McKelvey, Virmani, & Sockwell, ; Crusto et al., ; Green et al., ; Upshur, Wenz‐Gross, & Reed, ). Outcomes improve when consultants have characteristics that contribute to strong working relationships with childcare and early education staff.…”

“…Later studies have found similar positive outcomes. Results of a pilot program in Arkansas on ECMHC indicated that after the third year of services, teachers receiving consultation were less permissive and less detached than were teachers in the comparison group, thus improving competence and sensitivity (Conners‐Burrow et al., ). Teachers increased their self‐efficacy to respond to student needs and challenging behaviors during a consultation program in Connecticut (Crusto et al., ).…”

“…These findings have been supported by subsequent research. In a 3‐year ECMHC program, children receiving the intervention scored higher on attachment and lower on behavioral problems than did the comparison groups (Conners‐Burrow et al., ). Preschool children in a program improved their initiative and teacher‐rated protective factors, with small effect sizes at the 6‐ to 9‐month follow‐ups.…”

The Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) training model: a crossroad of mental health and early childhood education

“…Review of studies on positive behavior support in ECE settings indicate that effective behavior management in the classrooms support the young children's abilities to regulate their emotions and behaviors and yield better child outcomes (Conners-Burrow et al, 2012;Fabiano et al, 2013;Landry et al, 2009;Raver et al, 2009).…”