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dc.contributor.authorWenz-Gross, Melodie
dc.contributor.authorUpshur, Carole C.
dc.date2022-08-11T08:10:24.000
dc.date.accessioned2022-08-23T17:07:44Z
dc.date.available2022-08-23T17:07:44Z
dc.date.issued2012-06-21
dc.date.submitted2012-11-05
dc.identifier.citation<p>Early Educ Dev. 2012 Jan 1;23(4):427-450. Epub 2012 Jun 21. <a href="http://dx.doi.org/10.1080/10409289.2011.589043" target="_blank">Link to article on publisher's site</a></p>
dc.identifier.issn1040-9289 (Linking)
dc.identifier.doi10.1080/10409289.2011.589043
dc.identifier.urihttp://hdl.handle.net/20.500.14038/45414
dc.description.abstractRESEARCH 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.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=22791957&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC3392132/pdf/nihms-386957.pdf
dc.subjectInterpersonal Relations
dc.subjectChild Behavior
dc.subjectSocial Behavior
dc.subjectChild, Preschool
dc.subjectEducation
dc.subjectMental and Social Health
dc.subjectPsychiatric and Mental Health
dc.subjectPsychiatry and Psychology
dc.titleImplementing a Primary Prevention Social Skills Intervention in Urban Preschools: Factors Associated with Quality and Fidelity
dc.typeJournal Article
dc.source.journaltitleEarly education and development
dc.source.volume23
dc.source.issue4
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/psych_cmhsr/532
dc.identifier.contextkey3447522
html.description.abstract<p>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.</p> <p>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.</p>
dc.identifier.submissionpathpsych_cmhsr/532
dc.contributor.departmentDepartment of Family Medicine and Community Health
dc.contributor.departmentDepartment of Psychiatry
dc.source.pages427-450


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