Perspectives on Early Childhood Psychology and Education最新文献_第5页

Universal Social, Emotional, and Behavioral Screeners for Preschool Students: A Systematic Review 学龄前学生普遍的社会、情感和行为筛选:系统回顾

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1019

Brian Daniels, S. Bender, Staci C. Ballard, Anastasia Iun, Danielle Fowler

{"title":"Universal Social, Emotional, and Behavioral Screeners for Preschool Students: A Systematic Review","authors":"Brian Daniels, S. Bender, Staci C. Ballard, Anastasia Iun, Danielle Fowler","doi":"10.58948/2834-8257.1019","DOIUrl":"https://doi.org/10.58948/2834-8257.1019","url":null,"abstract":"Social, emotional, and behavioral (SEB) screening is an essential component of multi-tiered systems for supporting students’ social-emotional development. SEB screening facilitates early identification and intervention for individual students and may be used to evaluate population-level response to universal positive behavior supports and social-emotional learning programs. Although school-based SEB screening research is common, the majority of studies have focused on screening tools for use with students in K-12 settings. The current study expands upon prior research to systematically review research on school-based teacher-report SEB screening tools for students in preschool. Results indicated 17 studies published in peer-reviewed journals between 2008-2019, which evaluated 6 teacher-report SEB screening tools with preschool populations. All 17 (100%) research studies evaluated the technical adequacy of the screening tools and 1 (5.9%) research study explicitly evaluated aspects of usability and provided novel data to support usability. Results indicate a need to continue to evaluate the technical adequacy of preschool SEB screening tools and to place more explicit focus on evaluating the usability of the tools.","PeriodicalId":355462,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"08 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127142379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Childhood Educators: The Forgotten Tier 幼儿教育工作者:被遗忘的阶层

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1013

Kara E. McGoey, Jessica Dirsmith, Karl L. Jancart, Justine Vecchiarelli, Timothy A. Hanchon

引用次数: 0

Social Emotional Learning in Young Children with Autism Spectrum Disorder 自闭症谱系障碍儿童的社会情绪学习

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1021

Brittany A. Dale, Kristin Rispoli, L. Ruble

{"title":"Social Emotional Learning in Young Children with Autism Spectrum Disorder","authors":"Brittany A. Dale, Kristin Rispoli, L. Ruble","doi":"10.58948/2834-8257.1021","DOIUrl":"https://doi.org/10.58948/2834-8257.1021","url":null,"abstract":"Interventions for young children with autism spectrum disorder (ASD) often focus on reducing negative behaviors or increasing the frequency of positive behaviors. Little discussion, however, focuses on the underlying mental health and developmental factors or ancillary skill deficits that may be contributing to problem behaviors. With social emotional standards built into the educational system, schools are uniquely positioned to provide social emotional support and instruction to students with disabilities, especially children with ASD. Often, Individualized Education Programs (IEPs) of preschool and early elementary school children with ASD focus on state academic standards rather than the social-emotional needs often associated with the underlying core symptoms of ASD that are the true driver of “educational need” in the school setting. This manuscript provides a framework for incorporating social emotional learning (SEL) goals into the IEPs of young children with ASD. The family-school partnership approach, including effective relational (i.e., communication, collaboration, parent-teacher relationship/ alliance) and structural (i.e., behavioral supports, home-based involvement) components (Sheridan et al., 2019) will be empha-sized to meet the mental health and developmental needs of children with ASD via pivotal SEL goals across home and school environments. We conclude with a case study of the COMPASS parent-teacher consultation intervention for improving SEL outcomes through shared parent-teacher decision making and collaboration for SEL goal selection, individualized intervention planning, teacher coaching, and outcomes-based monitoring.","PeriodicalId":355462,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133331990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transition to Kindergarten: Parental Efficacy and Experiences During COVID-19 向幼儿园过渡:COVID-19期间父母的效能和经验

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1015

Samira Amirazizi, Emily R. Edelman, M. Quirk, Erin Dowdy

引用次数: 1

Preliminary Examination of the Reliability and Validity of the Teacher Rating Scale of Social Competence and School Adjustment for Preschool and Kindergarten Children 学前幼儿园儿童社会能力与学校适应教师评定量表信效度初步检验

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1020

Kristen Missall, Kayla D. Polk, Salloni Nanda

{"title":"Preliminary Examination of the Reliability and Validity of the Teacher Rating Scale of Social Competence and School Adjustment for Preschool and Kindergarten Children","authors":"Kristen Missall, Kayla D. Polk, Salloni Nanda","doi":"10.58948/2834-8257.1020","DOIUrl":"https://doi.org/10.58948/2834-8257.1020","url":null,"abstract":"Prosocial behaviors in preschool and kindergarten are associated with student well-being and positive school outcomes. A teacher rating scale focused on young children’s social strengths can provide educators with important information for supporting children in their classroom with social instruction and intervention. The purpose of this study was to examine the technical adequacy of a teacher rating scale developed expressly to measure prosocial development in young children, the Scale of Social Competence and School Adjustment (SSCSA). Using data from a sample of preschool- and kindergarten-aged children in inclusive classrooms, analyses examined the reliability and validity of the SSCSA. Results provided evidence of internal consistency and strong test-retest reliability over two weeks. Analyses of concurrent validity with criterion measures showed strong positive correlations with subscales of social skills and moderate to strong negative correlations with subscales of problem behaviors. Overall, findings provided initial evidence that supports ongoing evaluation of the technical adequacy of the SSCSA.","PeriodicalId":355462,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116321724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Workforce Development Needs to Address Early Childhood Mental Health within the Childcare and Early School Years Setting 劳动力发展需要在儿童保育和早期教育环境中解决儿童早期心理健康问题

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1011

Margo Candelaria, Jenny Afkinich, Kate Sweeney, Laura W Latta, Angelique Kane

引用次数: 0

The Role of Professional Development in Bridging High-Quality Social-Emotional Learning in Laboratory and Community Preschools 专业发展在衔接实验室和社区幼儿园高质量社会情绪学习中的作用

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1012

Sue K. Adams, Jessica MacLeod, Hyunjin Kim, Sarah Behm, Nilton Porto

引用次数: 0

Unpolicing Childhood: Cultural Approaches to Anti-Child Disciplinary Violence in the Elementary Setting 无监管的童年:小学环境中反儿童纪律暴力的文化途径

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1002

M. Foster, Catherine Smith

引用次数: 0

The Ecosystem of Racial Inequalities in Discipline in Early Childhood Education 幼儿教育纪律中种族不平等的生态系统

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1003

A. Aylward, R. Garver, Catherine Kramarczuk Voulgarides, C. Hodgson

引用次数: 0

Good Trouble, Necessary Trouble: A Call to Create Identity Affirming Spaces for Black Youth to Grow As Agents of Change in Early Childhood and Elementary School Classrooms 好的麻烦，必要的麻烦:呼吁为黑人青年创造身份肯定空间，让他们成长为早期儿童和小学课堂变革的推动者

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1009

Lauren C. Mims, A. Duane, Cierra Kaler-Jones

引用次数: 0