Child Social-Emotional Development, Teacher Practice
Conditions
Brief summary
The purpose of this study was to deepen the evidence base for interventions that support the social-emotional skills that underlie children's engagement and attention to learning tasks by schools (learning behaviors) and their social interactions with teachers and peers (social behaviors). The study tested three theoretically-distinct approaches to enhancing children's social-emotional development, along with a comprehensive coaching and training model, on a large scale within the Head Start system.
Interventions
BEHAVIORALIncredible Years Teacher Training
BEHAVIORALPreschool PATHS
BEHAVIORALTools of the Mind
Sponsors
MDRC
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
3 Years to 4 Years
Healthy volunteers
Yes
Inclusion criteria
* Grantees had to have at least 4 centers with a similar racial/ethnic composition * An equal number of classrooms with full-day or part-day programs * And a similar mix of four-year-old-only and mixed-age (three-and four-year-old) classrooms. * Children had to speak English and Spanish.
Exclusion criteria
* A grantee was excluded from the sample if it: only ran early Head Start programs * Only served migrant children * Was located in a U.S. territory * Only or mostly provided family child care or home services * Was more than 100 miles from a primary airport, * Operated fewer than 4 centers with two classrooms each * Had been in operation for less than 2 years * Was not in compliance with Head Start Standards * They were already systematically implementing a social-emotional curriculum or participating in another evaluation study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Classroom Climate: Classroom Assessment Scoring System (CLASS) | 0 to 12 months | Class-level outcome |
| Teacher Practice: Adapted Teaching Style Rating Scale (TSRS) | 0 to 12 months | Class-level outcome |
| Executive Function: Head-to-Toes | 0 to 12 months | Child-level outcome |
| Executive Function: Pencil Tap | 0 to 12 months | Child-level outcome |
| Social Problem-Solving: Challenging Situations Task | 0 to 12 months | Child-level outocme |
| Emotion Knowledge: Emotion Situations and Identification Tasks | 0 to 12 months | Child-level outcome |
| Pre-Academic Skills: Academic Rating Scale | 0 to 12 months | Child-level Outcome |
| Pre-Academic Skills: Expressive One-Word Picture Vocabulary Test | 0 to 12 months | Child-level outcome |
| Pre-Academic Skills: Woodcock-Johnson III | 0 to 12 months | Child-level outcome |
| Behavior Regulation: Behavior Problems Index | 0 to 12 months | Child-level outcome |
| Social Behaviors: Social Social Skills Rating Scale | 0 to 12 months | Child-level outcome |
| Social Behaviors: Cooper-Farran Behavioral Rating Scale- Interpersonal Skills | 0 to 12 months | Child-level outcome |
| Learning Behaviors: Cooper-Farran Behavioral Rating Scale- Work-Related Skills | 0 to 12 months | Child-level outcome |
Countries
United States
Outcome results
None listed