Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children With Social-Emotional and Behavioral Needs in Preschool Classrooms

Abstract

Best practices in early childhood include using measures to identify children’s social-emotional and behavioral needs within routine, naturalistic preschool contexts. Aligned with best practices, we examined the combined utility of two contextual measures, a teacher report and a direct observation of classroom behavior in the context of interactions with teachers, peers, and learning tasks. Latent profile analysis ( N = 527 children) identified four profile groups: (a) well-adjusted and positively engaged, (b) high externalizing and conflict engagement, (c) adequately adjusted/mildly disengaged in learning tasks, and (d) elevated internalizing behavior and low engagement. Children’s profile classification was associated concurrently with emotion regulation and social competence. Teachers independently reported on children’s social-emotional or academic concerns. Teachers’ reports of social-emotional concerns comported for children in the externalizing profile but did not comport for the internalizing group. Findings illustrate the utility of a contextual assessment approach for early identification and intervention, particularly for children who display internalizing behavior.

Examination of Children Referred and Identified with Socioemotional and Behavioral Needs in Head Start

“…Children rated by teachers with higher internalizing behavior were not represented in the special needs group. Findings are consistent with early childhood studies indicating that teachers report more attention and concern for children displaying externalizing behavior in the classroom (Arbeau & Coplan, 2007;Bulotsky-Shearer et al, 2014;.…”

“…Even when children's socioemotional and behavioral needs are identified within Head Start programs, children displaying externalizing behavior such as disruptive or aggressive behaviors in the classroom are more likely to be identified and referred for services than children displaying shy or withdrawn behaviors (Bulotsky-Shearer et al, 2014;. Examining programmatic patterns of early identification of children especially those displaying shy or socially withdrawn behavior is needed, as there are short-and long-term negative associations between socially withdrawn behavior and the development of positive peer relationships in preschool (Coplan et al, 2001;Hughes & Coplan, 2010;Rydell et al, 2005) and academic skills such as reading and mathematics achievement in preschool and elementary school (Bub et al, 2007;Bulotsky-Shearer & Fantuzzo, 2011;Miles & Stipek, 2006).…”