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    Implementing a Primary Prevention Social Skills Intervention in Urban Preschools: Factors Associated with Quality and Fidelity

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    Authors
    Wenz-Gross, Melodie
    Upshur, Carole C.
    UMass Chan Affiliations
    Department of Family Medicine and Community Health
    Department of Psychiatry
    Document Type
    Journal Article
    Publication Date
    2012-06-21
    Keywords
    Interpersonal Relations
    Child Behavior
    Social Behavior
    Child, Preschool
    Education
    Mental and Social Health
    Psychiatric and Mental Health
    Psychiatry and Psychology
    
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    Link to Full Text
    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3392132/pdf/nihms-386957.pdf
    Abstract
    RESEARCH FINDINGS: Preschool behavior problems are of increasing concern to early childhood educators. Preventive interventions are being developed, but implementation in under-resourced child care programs is challenging. This study describes the implementation of an adapted Second Step curriculum to increase children's social skills and decrease behavior problems in preschool classrooms. Teacher training/coaching, organizational supports, and procedures for sustainability are described. Measures included baseline classroom characteristics, lesson completion and fidelity, and teacher satisfaction. Teachers completed 88% of the lessons across two years. Follow-up monitoring in Year 3, once all training was terminated, found 95% of lessons were delivered with higher fidelity than the first two years. Teachers were satisfied with training, felt the curriculum improved children's social skills, and stated they would continue to use the curriculum. Lesson completion and fidelity were associated with various teacher characteristics, training attendance, classroom characteristics, teacher and child turnover, and the percent of children with developmental delays in the classroom. PRACTICE: Results support the implementation strategy and suggest that paying attention to teacher morale, general skill development, and a period of on-going support for training is important and will lead to sustainable and high implementation rates.
    Source

    Early Educ Dev. 2012 Jan 1;23(4):427-450. Epub 2012 Jun 21. Link to article on publisher's site

    DOI
    10.1080/10409289.2011.589043
    Permanent Link to this Item
    http://hdl.handle.net/20.500.14038/45414
    Related Resources
    Link to Article in PubMed
    ae974a485f413a2113503eed53cd6c53
    10.1080/10409289.2011.589043
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