Classroom Effects of a Hybrid Universal and Indicated Prevention Program for Preschool Children: A Comparative Analysis Based on Social and Emotional Competence Screening

Autor/inn/en	Stefan, Catrinel Alice; Miclea, Mircea
Titel	Classroom Effects of a Hybrid Universal and Indicated Prevention Program for Preschool Children: A Comparative Analysis Based on Social and Emotional Competence Screening
Quelle	In: Early Education and Development, 23 (2012) 3, S.393-426 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2011.554756
Schlagwörter	Preschool Children; At Risk Persons; Comparative Analysis; Intervention; Prevention; Behavior Problems; Interpersonal Competence; Emotional Intelligence; Quasiexperimental Design; Program Effectiveness; Preschool Teachers; Parents; Teacher Education; Parent Education; Foreign Countries; Romania + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Risikogruppe; Prävention; Vorbeugung; Interpersonale Kompetenz; Emotionale Intelligenz; Erzieher; Erzieherin; Kindergärtnerin; Eltern; Lehrerausbildung; Lehrerbildung; Parents education; Elternbildung; Elternschule; Ausland; Rumänien
Abstract	Research Findings: The current study's main aim was to implement a multifocused, community-based intervention for preventing conduct problems in preschool children. Our assumption was that the same intervention program could be delivered concomitantly as a universal prevention program for all children as well as an indicated prevention program for high-risk children selected after screening for social and emotional competencies development. We used a quasi-experimental design with a between-subjects variable (intervention vs. comparison) and a within-subjects variable (preintervention, postintervention, and 3-month follow-up). The efficacy of the intervention was assessed for high-risk children targeted by the indicated intervention as well as for moderate- and low-risk children, who received the universal intervention. Practice or Policy: First, our results demonstrate the capacity of classroom-based interventions, without added pull-out sessions, to generate significant changes in high-risk children's competencies as well as externalizing and internalizing problems. Second, similar results were found for the moderate-risk, but not the low-risk, group, and these data suggest that marginally at-risk children are the most likely to benefit from participating in universal interventions. And third, comparing data from social and emotional competence risk groups indicates that underdeveloped emotional competencies might have a prolonged negative effect on children's social skills, which increases as a function of higher risk status. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10