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Bivariate Correlations Between Fall Adjustment Scales for Preschool Intervention (ASPI) Situational Dimensions With Head Start and Kindergarten Outcomes ASPI situational dimensions
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The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path model...
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... The social-emotional learning (SEL) domain includes skills -such as interacting positively with others and regulating emotions, attention and behavior -that promote ontask behavior and executive functioning (Rhoades et al., 2011). Externalizing behaviors, in contrast, limit engagement in learning activities and reduce positive teacher-student interactions like instruction and feedback on academic tasks (Bulotsky-Shearer et al., 2010). Externalizing behaviors in preschool have been shown to predict lower academic achievement in first grade among Latinx students (Oades-Sese et al., 2011), but as a whole, young Latinx children have high levels of adaptive behavior and low levels of externalizing behavior (Calzada et al., 2012). ...
... Young children with behavior problems are often ignored or rejected by their peers, have adjustment problems upon entering school [4,5], and have problems learning and performing age-appropriate skills [6]. However, these children usually are not formally identified as having emotional and behavioral disorders or provided with special education services at such a young age [7]. ...
Early social–behavioral intervention that emphasizes social skill training is critical to addressing emotional and behavioral problems in early childhood. In this meta-analysis review, we examined all the social skills intervention studies for preschoolers with, or at risk of, emotional and behavioral problems using group designs. This review included 25 studies that met the inclusion criteria. The robust variance estimation method was used to calculate the overall effect size of all the included studies, as this method can count for the pre-existing difference between the experiment and control groups. The included studies yielded an overall effect of 0.54 from the 151 effect sizes that were obtained for the 3484 preschool participants. Curriculum, integration, and treatment fidelity were identified as significant moderators of effects.
... If a child's self-regulation, concentration, cognitive ability, or motivation are hampered by the demands of their learning status, behavioral issues may result (McEvoy & Welker, 2000). Children who exhibit problematic behavior in classroom social relationships (such as those with teachers and peers) have lower socially competent interactions and less positive engagement with peers (Bulotsky-Shearer, et al., 2010, 2020Williford, et al., 2017). ...
Young children with early emotional, behavioral, and regulatory problems are at risk for long-term behavioral and academic challenges. This study examined the associations between O-classroom quality (i.e. emotional, organizational, and instructional supports) and problem behavior in six-year-old children who attend preschool. A correlation study design, under a quantitative approach, was used. Participants included 503 children (244 male and 259 female) living in the Wolaita communities of Southern Ethiopia. The Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) was used to assess classroom quality across three domains: emotional support, classroom organization, and instructional support by certified observers. The O- classrooms were observed three times during six cycles, twice in the first, second, and third observation. Furthermore, the Preschool and Kindergarten Behavior Scales (PKBS, Merrell, 1994, 2002) were used to measure children’s problem behavior. Hierarchical linear modeling results showed that the O-classroom quality score had a significant negative correlation with problem behavior. Analyses revealed that the combined effects of observed O- classroom quality explained a 73% variance in children’s problem behavior. Taken together, these findings indicate that classroom organization and emotional support significantly and negatively predicted children’s problem behavior. Areas of further research and implications for policy and practice are advanced based on the major findings.
... Children exhibiting problem behavior patterns in preschool often have transition issues in kindergarten (Nix et al., 2013). Moreover, persistent problem behaviors in early childhood are associated with a trajectory of antisocial behaviors, conduct problems and later socialization problems, school adjustment issues, and poor educational and vocational outcomes (Brennan et al.,2015;Bulotsky-Shearer et al., 2010;Heckman, 2006;Jones et al., 2015). ...
Research suggests that 10%–20% of preschoolers have emotional and behavioral problems that would place them at‐risk for development of emotional and behavioral disorders (EBD). Preschool children who exhibit early onset of antisocial and externalizing problem behaviors require early social‐behavioral interventions focused on social skills. A scoping review was conducted that identified 33 single‐case research design studies on social skills interventions for preschoolers. Quality indicatiors were used to examine the design quality of the studies included. A total of 19 studies met quality standards with reservation or met standards without reservations. 43 participants in 11 studies conducted by 10 research teams showed evidence to support social skills interventions as effective interventions. The majority of the evaluated studies (97%) reported IOA. These findings contribute to the growing literature base underscoring social skills interventions in early childhood settings. Social skills interventions were effective for preschoolers at risk for emotional behavioral disorders in 11 included single case research studies. A total of 19 single case research studies had robust research designs according to What Works Clearinghouse standards. Teachers were effective implementers in 12 included single case research studies. Social skills interventions were effective for preschoolers at risk for emotional behavioral disorders in 11 included single case research studies. A total of 19 single case research studies had robust research designs according to What Works Clearinghouse standards. Teachers were effective implementers in 12 included single case research studies.
... Children who have difficulty regulating their emotional arousal and frequently express negative emotions may also struggle with behaving in ways that promote their learning (e.g., being engaged, motivated, cooperative, and independent). As negative expressivity and maladaptive emotion-related behaviors decrease, children are reported to engage in more positive learning behaviors (Bulotsky-Shearer et al., 2010;Fantuzzo et al., 2005;Herndon et al., 2013). In our study, classrooms with teachers with better emotion-focused teaching had children who engaged in more positive learning behaviors at the end of the year. ...
Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children’s emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start program, one served families on a sliding scale fee, one was focused on providing services to low-income families, and one was a faith-based center with middle- and upper-income students. Structural equation modeling revealed that children displayed fewer negative emotion expressions, better emotion regulation, reduced maladaptive emotion-related behaviors, and increased learning behaviors at the end of the year when teachers engaged in greater emotion-focused teaching practices. Practice or Policy: Preschool teachers play an important role in socializing children to be emotionally competent. Our findings suggest the need for professional development to improve teachers’ emotion-focused teaching as an effective strategy to address children’s challenging behaviors and emotions in the classroom and to better prepare children to engage in learning.
... For instance, sexual differences were established in the play, the interest in literacy, and literacy skills, with girls demonstrating different skills in play and literacy compared to the boys (Bulotsky-Shearer et al., 2012). This has been further confirmed by other previous studies which reported that girls exhibit more cooperative peer play skills and language competencies compared to boys (Bulotsky-Shearer et al., 2010;Ethier et al., 2006). Similarly, gender differences were also reported with respect to literacy interest. ...
... In fact, inhibitory control has been longitudinally linked to less observed negativity interacting with peers (Acar et al., 2015), less peer rejection as assessed using peer sociometric interviews (Morris et al., 2013), and less conflictual teacher-child relationships as perceived by teachers (Berry, 2012). These findings also echo our knowledge that children who display early externalizing behaviors, typically associated with reduced inhibitory control, tend to experience more negativity when interacting with teachers and peers (e.g., Bulotsky-Shearer et al., 2010;Mejia & Hoglund, 2016). ...
Emotion regulation is foundational to children's psychological wellbeing and future school adjustment. As young children are spending increasing amounts of time in preschool programs, investigating how early childhood classrooms can foster emotion regulation development is warranted. In this study, we tested individual children's interactions with teachers and peers as potential mechanisms through which inhibitory control supports emotion regulation in the preschool classroom. Participants included 767 preschool children (49% female; M = 4.39 years old, SD = .08) from low-income households (income-to-needs ratio M = 1.45, SD = 1.06). Fifty percent of children were Black, 22% White, 13% Latino, and 15% Other race/ethnicity. Children completed direct assessments of inhibitory control in the fall, teachers reported on children's emotion regulation in the fall and spring of the preschool year, and trained observers rated the quality of individual children's interactions with teachers and peers in the fall, winter, and spring. Accounting for earlier emotion regulation, mediation analyses indicated that children's inhibitory control operates through individual children's (a) positive interactions with peers and (b) negative interactions with teachers and peers to support their subsequent emotion regulation. These findings underscore the role of the preschool classroom as an emotion socialization context for children from low-income households, along with providing additional evidence about the importance of social interactions to understand children's emotional development in context. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
... These behaviors are believed to relate to children's stronger emotional reactivity, limited awareness of their own's emotions, and/or inaccurate interpretation of why others feel the way they do (Castro et al., 2018;Fogleman et al., 2018). Further, children who display early externalizing behaviors typically experience difficulties interacting positively with their peers (Bulotsky-Shearer et al., 2010), which may limit their opportunities to learn and practice emotion-related skills with others. As a result, children who exhibit externalizing behaviors may benefit from extra opportunities to practice labeling emotions, identifying common emotion-eliciting situations, and discussing emotions' causes and consequences with their caregivers. ...
Research Findings: Talking about emotions with their caregivers help young children develop emotional competence, and is particularly beneficial for children who display elevated externalizing behaviors. However, prior descriptive work has shown that teacher-child emotion talk in preschool classrooms is scarce. As children are spending increasing amounts of time in preschool programs, there is value in understanding the factors associated with teacher-child emotion talk for supporting these types of interactions. In this study, child and teacher factors associated with teacher-child emotion talk frequency were examined. Participants included 183 preschool teachers and 470 children rated by their teachers as displaying elevated externalizing behaviors in a mix of federally funded (Head Start), state funded, and private preschool programs within two eastern states in the United States. Emotion talk frequency was observed in the context of a standardized, dyadic teacher-child storybook reading task. Results from a multilevel model showed that emotion talk frequency was primarily explained by differences between teachers. Particularly, teachers talked with children about emotions more often when they (1) held an early childhood major and (2) were observed to engage in more responsive teaching. Policy or Practice: Results identify malleable teacher factors linked to teacher-child emotion talk frequency. Findings also highlight the role of preschool teachers as socializers of young children’s emotions and suggest the need for future research to understand how the quality of emotion talk varies between and within teachers.
... As many as 1 in 5 youth in the United States experience social, emotional, and behavioral problems (Centers for Disease Control and Prevention [CDC], 2013) with the onset of many of these concerns beginning in early childhood. Youth experiencing these difficulties are at increased risk of long-term, pervasive, and deleterious problems, including poor literacy (Bulotsky-Shearer et al., 2010), peer rejection (Wood et al., 2002), delinquency (Copeland et al., 2007), substance abuse (Center for Behavioral Health Statistics and Quality, 2015), later mental health problems (Harvey et al., 2009), and multiple other outcomes that come at a significant cost to society. ...
As many as 1 in 5 youth in the United States experience social, emotional, and behavioral problems. However, many students with mental health concerns are unidentified and do not receive adequate care. The purpose of this study was to evaluate the factor structure, measurement invariance, and the concurrent and predictive validity of the Early Identification System-Student Report (EIS-SR), a screener for social, emotional, and behavioral problems, using a sample of over 5000 students from Grades 3 to 5. The EIS-SR was developed by using extant literature on the risk indicators that lead to social, emotional, and behavioral challenges among children and youth. As expected, seven subscales were identified as having adequate factor loadings. Furthermore, the measure was determined to be invariant across grade level (n = 5005), gender (n = 5005), and between Black and White students (n = 1582). The concurrent validity of the Internalizing Behavior, Attention and Academic Issues, Emotion Dysregulation, and School Disengagement subscales was supported by correlations with comparable subscales of the Behavior Assessment System for Children-3rd Edition (BASC-3; n = 382). Additionally, the EIS-SR subscales administered in the fall of the school year were predictive of important outcomes in spring, including attendance (n = 4780), disciplinary referrals (n = 4938), bully victimization (n = 4670), math academic achievement scores (n = 4736), and reading (n = 4772) academic achievement scores. The EIS-SR holds promise as a feasible and technically adequate screening tool for use in elementary schools.
... An increasing number of young children exhibit high levels of challenging behaviour (Carter et al., 2010). Compounding this issue, behavioural difficulties that manifest at a young age may continue as children grow older (Bulotsky-Shearer et al., 2010), placing them at increased risk for social and school difficulties (Garwood et al., 2017b). In sum, a failure to provide timely and effective intervention to young children with problem behaviours has deleterious effects (see Conroy et al., 2015). ...
... Systematic reviews are commonly performed to report existing research, identify effective practices and make recommendations for future studies that are necessary to inform the field of special education. It is imperative that research-based practices are identified for young children with EBD in order to improve the negative trajectories that they experience (Bulotsky-Shearer et al., 2010;Conroy et al., 2015). However, researchers have not previously systematically reviewed and evaluated studies investigating the effects of interventions on young children with EBD. ...
Schools continue to experience difficulty meeting the needs of young children who are formally identified as having an emotional and/or behavioural disorder (EBD). Although schools are mandated to use evidence‐based practices to improve student outcomes, such practices must first be identified before they can be employed. Systematic reviews of intervention studies are commonly performed to identify evidence‐based practices, make recommendations for service delivery, and identify areas for future research that are needed to inform practice. At this time, researchers have yet to perform a systematic review of intervention studies involving young children identified with EBD – early childhood (EC) – grade 2. The purpose of this study was to identify and describe published school‐based intervention research for this student population. Studies meeting selection criteria were evaluated according to the relevant What Works Clearinghouse (WWC) Design standards to identify studies with strong internal validity that reported positive effects. Twenty‐nine manuscripts reporting 30 intervention studies were identified. Findings suggest that practitioners must primarily rely on their professional judgement and values guided by principles embedded in their training when planning instruction and support for young children with EBD due to the absence of high‐quality intervention research. Additional rigorous evaluations are needed so that practice is better informed by science. Recommendations for practice, areas for future research, and study limitations are discussed.
