Prevention and Intervention in Preschool and Early Elementary School Years

Conroy, Maureen A.; Bulotsky‐Shearer, Rebecca J.; Morris, Chelsea T.; Hetrick, Allyse A.

doi:10.4324/9780429453106-3

Handbook of Research on Emotional and Behavioral Disorders 2020

DOI: 10.4324/9780429453106-3

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Prevention and Intervention in Preschool and Early Elementary School Years

Maureen A. Conroy¹,

Rebecca J. Bulotsky‐Shearer²,

Chelsea T. Morris³

et al.

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Cited by 3 publications

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“…Research has indicated that early childhood teachers who use effective intervention practices in their classrooms can reduce chronic problem behaviors and improve outcomes for young children who are at elevated risk for EBD (e.g., see Driscoll & Pianta, 2010; Hemmeter et al, 2016; Sutherland et al, 2018). Over the past several decades, a number of evidence-based intervention programs targeting young children at risk for EBD are available for use in classroom settings (for a review, see Conroy et al, 2020). One such program, BEST in CLASS (Conroy & Sutherland, 2008) is a targeted intervention designed to be delivered by early childhood teachers during authentic learning activities in their classrooms.…”

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confidence: 99%

Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes

Conroy

Sutherland

Granger

et al. 2021

Journal of Early Intervention

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Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’ use of effective practices for ameliorating young children’s challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3–5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS—Web and BEST in CLASS in reductions of children’s problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed.

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mentioning

confidence: 99%

Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes

Conroy

Sutherland

Granger

et al. 2021

Journal of Early Intervention

Self Cite

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Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial

Bierman

Heinrichs

Welsh

et al. 2021

AJP

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Why not ask them? A systematic scoping review of research on dyadic teacher–student relationships as perceived by students with emotional and behavioral problems

Vösgen-Nordloh,

Kulawiak,

Bolz

et al. 2024

Front. Educ.

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IntroductionMeta-analytical findings indicate that high-quality dyadic teacher-student relationships (TSRs) can act as social protective factors against the development or persistence of emotional and behavioral problems (EBPs) by fostering students’ social-emotional and cognitive learning. However, previous research primarily focused on samples of students without EBPs and relied on teacher-rated TSRs. Research on dyadic TSRs from the perspective of students with EBPs is scarce, yet their self-perceptions could offer valuable insights into whether and how dyadic TSRs serve as protective factors for them. Therefore, this systematic scoping review is guided by the central question of how research on dyadic TSRs from the perspective of students with EBPs has been conducted and what insights have been gained to date.MethodsThis question is explored through a narrative synthesis of existing studies, thereby identifying current research approaches, empirical findings, practical implications, and future research needs. A database search using keywords related to EBPs and TSRs yielded 24 included studies.Results and discussionSynthesizing these studies reveals five overarching conclusions. First, students with EBPs and their teachers tend to experience dyadic TSRs less favorably than typically developed (TD) students and their teachers. Second, relationship-enhancing interventions focusing on either teacher-student interactions, contextual factors or individual characteristics of teachers and students appear to be effective for students with EBPs. Third, students with EBPs seem to perceive stronger positive affective relationships with their teachers than teachers do with them. Fourth, students with EBPs may perceive their dyadic TSRs as ambivalent, exhibiting both highly positive and highly negative aspects. Fifth, for the social–emotional and academic development of students with EBPs, dyadic TSR-quality seems to be a risk or protective factor, acting differently than in TD-student. However, due to the diverse nature of the included studies, these conclusions remain only preliminary. Consequently, the review concludes with 10 key recommendations that might guide future research on dyadic TSRs from the perspective of students with EBPs.

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Prevention and Intervention in Preschool and Early Elementary School Years

Cited by 3 publications

References 1 publication

Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes

Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes

Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial

Why not ask them? A systematic scoping review of research on dyadic teacher–student relationships as perceived by students with emotional and behavioral problems

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