Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-09-13 DOI:10.1016/j.ecresq.2024.08.009

E. Mathis , K. Hartz , M. Berkowitz , A. Carlson , R. Kimport , C. Brown , M.G. Biel , C.E. Domitrovich

{"title":"Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure","authors":"E. Mathis , K. Hartz , M. Berkowitz , A. Carlson , R. Kimport , C. Brown , M.G. Biel , C.E. Domitrovich","doi":"10.1016/j.ecresq.2024.08.009","DOIUrl":null,"url":null,"abstract":"<div><p>This study evaluated the effects of infant and early childhood mental health consultation dosage (IECMHC) on observations of classroom climate and teacher behavior management practices in seven schools from a charter school network. Classrooms were prioritized for consultation based on indicators collected during observations and either received no consultation, one cycle, or two or more cycles, each of which was approximately 10 weeks long. Fidelity of implementation was comparable between the two groups that received consultation at varying program exposure levels. Multilevel regression analyses examined how variation in the dose of consultation exposure related to both indicators of program quality considering the clustering of teachers within schools. The results showed that teachers most in need of consultation received it and that both short and long doses of consultation led to improvements in classroom climate and teaching practices outcomes over the academic year. Classrooms that received consultation for longer showed the largest change over time. Classrooms were equivalent on outcome indicators by the end of the school year and consultation appeared to have a protective effect against negative classroom climate.</p></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"70 ","pages":"Pages 52-64"},"PeriodicalIF":3.2000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Research Quarterly","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885200624001145","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study evaluated the effects of infant and early childhood mental health consultation dosage (IECMHC) on observations of classroom climate and teacher behavior management practices in seven schools from a charter school network. Classrooms were prioritized for consultation based on indicators collected during observations and either received no consultation, one cycle, or two or more cycles, each of which was approximately 10 weeks long. Fidelity of implementation was comparable between the two groups that received consultation at varying program exposure levels. Multilevel regression analyses examined how variation in the dose of consultation exposure related to both indicators of program quality considering the clustering of teachers within schools. The results showed that teachers most in need of consultation received it and that both short and long doses of consultation led to improvements in classroom climate and teaching practices outcomes over the academic year. Classrooms that received consultation for longer showed the largest change over time. Classrooms were equivalent on outcome indicators by the end of the school year and consultation appeared to have a protective effect against negative classroom climate.

查看原文本刊更多论文

婴幼儿心理健康咨询：通过项目接触剂量评估课堂氛围和教学实践的变化

本研究评估了婴幼儿心理健康咨询剂量（IECMHC）对特许学校网络中七所学校的课堂氛围观察和教师行为管理实践的影响。根据观察期间收集的指标，确定了接受咨询的教室的优先顺序，这些教室有的没有接受咨询，有的只接受了一个周期的咨询，有的则接受了两个或更多周期的咨询，每个周期的时间约为 10 周。接受咨询的两组学生在不同的项目接触水平下，实施的保真度相当。多层次回归分析考察了咨询剂量的变化与项目质量指标之间的关系，并考虑了学校内教师的分组情况。结果表明，最需要咨询的教师得到了咨询，而且短期和长期的咨询都能在一学年内改善课堂气氛和教学实践成果。接受咨询时间较长的教室随着时间的推移变化最大。学年结束时，各班级的成果指标相当，咨询似乎对消极的课堂气氛有保护作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.