Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers / Kristy J. FINLON in Development and Psychopathology, 27-4 (Part 1) (November 2015)  

Public ISBD [article]  inDevelopment and Psychopathology > 27-4 (Part 1) (November 2015) . - p.1353-1365 Titre : Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Kristy J. FINLON, Auteur ; Carroll E. IZARD, Auteur ; Adina SEIDENFELD, Auteur ; Stacy R. JOHNSON, Auteur ; Elizabeth WOODBURN CAVADEL, Auteur ; E. Stephanie KRAUTHAMER EWING, Auteur ; Judith K. MORGAN, Auteur Année de publication : 2015 Article en page(s) : p.1353-1365 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Effectiveness studies of preschool social–emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions. En ligne : http://dx.doi.org/10.1017/S0954579414001461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers [Texte imprimé et/ou numérique] / Kristy J. FINLON, Auteur ; Carroll E. IZARD, Auteur ; Adina SEIDENFELD, Auteur ; Stacy R. JOHNSON, Auteur ; Elizabeth WOODBURN CAVADEL, Auteur ; E. Stephanie KRAUTHAMER EWING, Auteur ; Judith K. MORGAN, Auteur . - 2015 . - p.1353-1365. Langues : Anglais (eng) in Development and Psychopathology > 27-4 (Part 1) (November 2015) . - p.1353-1365 Index. décimale : PER Périodiques Résumé : Effectiveness studies of preschool social–emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions. En ligne : http://dx.doi.org/10.1017/S0954579414001461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting / Elise T. PAS in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652 Titre : Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting Type de document : Texte imprimé et/ou numérique Auteurs : Elise T. PAS, Auteur ; Stacy R. JOHNSON, Auteur ; Kristine E. LARSON, Auteur ; Linda BRANDENBURG, Auteur ; Robin CHURCH, Auteur ; Catherine P. BRADSHAW, Auteur Article en page(s) : p.3640-3652 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Coaching  Mixed-reality simulator  Technology  Classroom management  Student behavior Index. décimale : PER Périodiques Résumé : Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers’ skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2898-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting [Texte imprimé et/ou numérique] / Elise T. PAS, Auteur ; Stacy R. JOHNSON, Auteur ; Kristine E. LARSON, Auteur ; Linda BRANDENBURG, Auteur ; Robin CHURCH, Auteur ; Catherine P. BRADSHAW, Auteur . - p.3640-3652. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652 Mots-clés : Autism Spectrum Disorder  Coaching  Mixed-reality simulator  Technology  Classroom management  Student behavior Index. décimale : PER Périodiques Résumé : Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers’ skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2898-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

---

1 (1 - 2 / 2)