Roadmap 2: Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families

8/9/2019 Roadmap 2: Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their

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Evidece-Bsed Sci-

Eti Cuicu d

Iteveti Pckesf Chide 0-5 Yes

d Thei Fiies

Diane Powell & Glen Dunlap

June 2009

ROADMAPTOEFFECTIVE

INTERVENTION

PRACTICES

www.challengingbehavior.org

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Te reproduction o this document is encouraged. Permission to copy is not required.

Tis publication was produced by the echnical Assistance Center on Social Emotional Intervention or YoungChildren unded by the O ce o Special Education Programs, U. S. Department o Education (H326B070002).Te views expressed in this document do not necessarily represent the positions or policies o the Department oEducation. No o cial endorsement by the U.S. Department o Education o any product, commodity, service orenterprise mentioned in this publication is intended or should be inerred.

Suggested Citation:Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages or Children

0-5 Years and Teir Families (Roadmap to Eective Intervention Practices). ampa, Florida: University o South Florida,echnical Assistance Center on Social Emotional Intervention or Young Children.

www.challengingbehavior.org


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Roadmap to Efective Intervention Practices

Evidece-Bsed Sci-Eti Cuicu d

Iteveti Pckes f Chide 0-5 Yes

d Thei FiiesDiane Powell and Glen Dunlap, June 2009

IntroductIon

Tis synthesis presents summary inormation on curricula and

intervention packages designed to help young children ages birthto 5 years improve their social-emotional unctioning. It includesevidence-based manualized curricula and programs or use withchildren, in classrooms or small groups, or with amilies/parents.It builds and expands on Joseph and Strain (2003), using eca-cious adoption criteria ratings to reect thestate o the evidence supporting the eec-tiveness o each intervention package. It ismeant to provide practical guidance to earlychildhood special education and early inter-vention personnel, early educators, amilies,

and other proessionals seeking interventionsto promote healthy social emotional devel-opment in young children with and withoutdisabilities or to intervene early with youngchildren who may already be displayingproblematic social emotional behaviors.

Social-emotional development in young children has becomeaccepted as critical to school readiness and childrens long termsuccess in school and in lie. Along with this recognition hascome increased attention to ways o promoting healthy social-emotional development, preventing the development o social,

emotional and behavior problems, and intervening early whenyoung children are displaying challenging behavior or delays insocial emotional development. Systems that serve young chil

dren and their amilies including health care, early childhoodcare and learning, early childhood special education, early intervention, mental health, and amily services present opportunitieto oer interventions that address these needs or children andtheir amilies. Manualized curricula and intervention packages

that have been established through researchstudies to be eective in producing positivesocial emotional outcomes or children areresources that can be used by programsand agencies within these systems. Tissynthesis provides inormation thaprograms can use as guidance in selecting

curricula or intervention packages that aremost appropriate or their setting and bestmeet the needs o the children and ami-lies they serve.

In terms o the Pyramid Model orpromoting the social and emotional development o inantsand young children (Fox, Dunlap, Hemmeter, Joseph & Strain2003; Hunter & Hemmeter, 2009), the curricula/interventionsreviewed here address all three levels o the pyramid: universapromotion, secondary prevention and tertiary intervention

Tis synthesis providesinormation that programs can

use as guidance in selectingcurricula or intervention

packages that are mostappropriate or their setting

and best meet the needs o thechildren and amilies they serve.

Tis document is part o the Roadmap to Eective Intervention Practicesseries o syntheses, intendedto provide summaries o existing evidence related to assessment and intervention or social-emotionalchallenges o young children. Te purpose o the syntheses is to oer consumers (proessionals, otherpractitioners, administrators, amilies, etc.) practical inormation in a useul, concise ormat and toprovide reerences to more complete descriptions o validated assessment and intervention practices.

Te syntheses are produced and disseminated by the Oce o Special Education Programs (OSEP)echnical Assistance Center on Social Emotional Intervention or Young Children (ACSEI).


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practices. Te classroom-wide curricula and group parentingprograms are universal supports or promoting positive socialemotional outcomes by helping create supportive early child-hood and home environments. Te classroom curricula shownto be eective with children at risk and those interventionsintended or children already exhibiting challenging behavioror their amilies provide systematic approaches to teaching childsocial skills that can have preventive and/or remedial eects.

At the tertiary level, two o the child-directed interventionsprovide more intensive, individualized intervention or childrendisplaying maladaptive behavior or with behavioral diagnoses.Likewise, several o the parenting programs are either intendedor amilies o children with diagnoses or disabilities, or haveindividualized, more intensive adaptations.

organIzatIon of the SyntheSIS

We frst present the scope o the synthesis, including the criteria

that were used to determine which curricula and interventionpackages to include and defnitions o key terms. We thenprovide explanations o the two tables that provide inormationabout the curricula and packages, the Inormation able and theEcacious Adoption Ratings able. Similarities and dierencesin purpose, intended population, delivery parameters, ormat,theoretical basis, content and methods among the curricula andpackages are then examined. Finally we discuss some o theactors programs can consider in selecting the curriculum orpackage best suited to their needs.

Scope

Tis synthesis examines interventions that: 1) are specifcallyintended to impact social-emotional-behavioral outcomes orchildren 0-5 years; 2)are manualized; and 3)have been evaluated inat least one study that:a) reported social-emotional-behavioraloutcomes or children

5 years or younger; andb) was published in apeer reviewed journal.Interventions includecurricula and interven-tion packages meant oruse with children andor use with parents/amilies. Te child-directed packages areor use classroom wide,

in small groups or individually and the parent-directed pack-ages are or use with small groups or individually. Curriculaor intervention packages were considered to be manualized ia description o the intervention was available that containedsucient detail to allow it to be implemented, either by itsel oin conjunction with training.

Te ollowing types o interventions were not included in thisreview:

Comprehensive preschool curricula intended to beprimary instructional tools to guide classroom instruction in multiple learning domains and providing activities, materials and guidance or an entire preschool dayalthough it is acknowledged that in many cases suchcurricula include social-emotional learning compo-nents (e.g. Creative Curriculum, ools o the Mind).

Interventions targeting language and communicationskills, even though they may produce positive sociacommunication outcomes (e.g. Hanens It akes wo

to alk).Curricula/interventions or which a manual was noavailable. In some cases this was because a manua

was out o print (e.g. PALS: Developing Social SkillsTrough Language, Communication Skill BuildersVaughn, Ridley & Levine, 1986); and, in other cases,

while a general description o the intervention waavailable, a manual designed or implementation wasnot (e.g. Social-Emotional Intervention; Denham &Burton, 1996).

Curricula designed or children in kindergarten through

the later elementary grades rather than a preschool orpreschool through kindergarten population.

wo programs, one a child-directed intervention, First Step toSuccess, and the other a amily directed intervention, Fami-lies and Schools ogether (FAS), were included in the tableo inormation but not the ecacious adoption ratings table

Although these programs do not have research results publishedon the preschool population, they both have a body o supportingevidence with kindergarten and older children, and preschooversions o the intervention are available or both.

Nine child-directed interventions were identifed that metthese criteria: fve intended or use with whole classrooms opreschool children, one intended or use with small groups ochildren, two that can be used either with entire classroomsor in small groups, and one intended or use with individu-ally identifed children within a classroom setting. Sevenparenting curricula/interventions were identifed: six intendedprimarily or use with groups o parents and one intended ouse primarily with individual parents, although several can beadapted or either ormat.

Tis synthesis examinesinterventions that: 1) are

specically intended to impactsocial-emotional-behavioral

outcomes or children 0-5years; 2) are manualized;and 3) have been evaluatedin at least one study that: a)reported social-emotional-behavioral outcomes or

children 5 years or younger;and b) was published in apeer reviewed journal.


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explanatIon of tableS

t 1: Program Inormation

In able 1, the frst group o interventions consists o packagesdesigned or use directly with children and the second groupconsists o packages targeted to parents or other home caregivers.

Te ollowing inormation is presented or each curriculum/intervention:

n o the curriculum/intervention package, the cita-tion or the manual, and the program website address orthe website or the manual publisher

ps o the curriculum/intervention package, takenrom program materials

t i or whom the intervention is intended

di:Delivered to whole classroom, in small groups, or

individuallyype o proessional meant to deliver/conduct thecurriculum/intervention (e.g. teachers, mentalhealth proessionals, health care proessionals)raining inormation (whether training is availableand/or required, whether certifcation is availableand/or required)

dsii ii:Format (number, length, requency o lessons/sessions)Teoretical basis o the programContent (subjects and skills taught)

Methods used

When a curriculum/intervention has distinctversions o the program or dierent aged chil-dren within the 0-5 year range, their availabilityis noted, although not all versions may have beensubject to evaluation. Advanced or supplementaryversions o the program are also listed.

t 2:Efcacious Adoption Ratings

Te second table provides inormation concerning the researchevidence or each package. It includes ratings on nine ecacious

adoption criteria, citations or the studies used in the ratings,brie descriptions o the populations o children in the studies(i.e. the populations o children or whom the intervention hasbeen demonstrated to produce positive outcomes) and the childoutcomes ound in the studies.

Te ecacious adoption criteria are those used by Joseph andStrain (2003) to provide a yardstick or determining the prob-ability o ecacious adoption, meaning the likely reproduc-tion o prior positive results should a program choose to use aparticular curricular approach (p. 63). Te ollowing defni-tions were used or the nine criteria:

t fi: One or more studies included ameasure o the extent to which the intervention wasimplemented as planned (intended).

t izi: One or more studiesassessed behavior change in settings, with other peopleor with behaviors that were not part o the intervention

t i: One or more studiesassessed the continuation o behavior change beyond

the end o the intervention.

Si ii s: One or more studiesassessed the social importance o the interventionoutcomes to stakeholders.

aii iis: One or more studiesassessed the acceptability o the intervention proceduresto stakeholders.

rii ss isis: One or morestudies in which the developer(s) o the intervention/curriculum is not the primary author.

rii ss ii s: Te program/curriculum has been studied with more than one targetpopulation such as children at risk, children with iden-tifed disabilities, children with clinical diagnoses.

ei ss hii/i is s:Study populations have included more than oneethnic, racial or national group.

rii ss sis: Te intervention/curriculum has been studied in more than one servicesystem setting such as Head Start, private child care,prekindergarten, mental health clinic. Tis criterion

applies only to child-directed interventions, not toparenting interventions.

It should be noted that thefrst fve criteria address only

whether studies measuredthe actor and do notaddress whether fndings

were positive or negative.

Ratings on the ecaciousadoption criteria provide an

indication o the existingdegree o knowledgeconcerning the eects o theinterventions presented here.However, among the inter-ventions there is wide varia-tion in the amount and typeo research support. Severalo the interventions have been the subject o only one or twostudies. Some have undergone only ecacy studies; that is, studieconducted under optimal conditions, usually within a small setting

Ratings on the efcaciousadoption criteria

provide an indicationo the existing degree oknowledge concerning

the eects o the

interventions presentedhere. However, amongthe interventions thereis wide variation inthe amount and typeo research support.


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with many resources devoted to implementing the interventionwith fdelity, and delivered by highly trained/expert sta. At theother extreme, several o the interventions have undergone multipleecacy studies and in addition have been replicated in numerouseectiveness studies conducted under real world conditions, withbroad and diverse populations, in multiple settings and deliveredby a variety o dierent sta. Among these are Parent Child Inter-action Terapy (PCI), riple P, and Incredible Years parentingprograms and the Incredible Years child training program. Forthose interested in urther inormation about research support orthe interventions, many o the program websites provide summa-ries o the research evidence, lists o research publications, and/orlinks to ull research studies.

SImIlarItIeS and contraStS amongcurrIcula/InterventIon packageS

ps

Te curricula/packages vary in their purpose rom use as universalmeasures to promote healthy social emotional development, touse as preventative measures with children who are at high risko disrupted social emotional development, to use as remedialintervention measures or children already displaying challengingbehavior. While most state their purpose in broad terms o aectingsocial emotional development, skills and behaviors, others are morespecifc. For example, the I Can Problem Solve program ocuseson interpersonal problem-solving skills, and the Emotions Courseocuses on understanding and regulating emotions.

t piMany o the programs defne their intended population in broadterms such as preschool children, preschool children ages 3-5,children in preschool and kindergarten, or parents o children0-6 years. Others add qualifers indicating a degree o risk,such as children ages 3-8 especially those at risk due to actors

such as poverty and violence,high-risk amilies with chil-dren 2-5 years, and childrenin preschool and kindergartenrom high risk populations.

Finally, some programs areintended or children withmore severe problems or withclinical diagnoses: childrenages 3-8 with diagnosedproblems such as ODD, CD,

ADHD; children exhibitingearly onset o conduct prob-lems and parents o childrenbirth to 12 years with moresevere and multiple behavior

problems such as aggression, ODD, CD. Only one programthe riple-P Stepping Stones parenting program, was designedspecifcally or children with disabilities.

It is important to note that the intended audience(s) describedin program materials may include groups o children or parentsother than those with whom the program has been evaluatedFor example, Preschool PAHS lists its audience as preschoochildren ages 3-5 and Social Skills in Pictures, Stories, and

Songs lists its audience as children in child care, preschool, andthe early elementary grades, but the evaluation studies or botho these programs were with Head Start children only.

di

Five o the child-directed programs are designed or delivery towhole classrooms o children. Tese are social-emotional curri-cula typically delivered by classroom teachers and meant aspromotion or primary prevention strategies. wo o the child-directed interventions can be delivered either to whole class-rooms or in small groups: Social Skills in Pictures, Stories, and

Songs was designed or delivery to whole classrooms, but canbe adapted to a small group ormat; the I Can Problem Solvecurriculum was designed or small groups o children but can bedelivered in a whole classroom ormat. In the Incredible YearsClassroom curriculum, each lesson is presented to the wholeclass ollowed by small group skill practice sessions.

Te one child intervention designed or use with small groupso children (Incredible Years Dina Dinosaur Child rainingProgram) is intended or children who are exhibiting behaviorproblems or who have received mental health diagnoses. It isdesigned to be delivered by mental health proessionals. Simi

larly, the one child intervention or use with individual chil-dren (First Step to Success) is intended or children who havebeen identifed as at risk or or already exhibiting maladaptivebehavior. It is delivered by coaches and classroom teachers.

While most o the parenting programs are designed or use withgroups o parents, many allow or exibility in delivery. Forexample, the Incredible Years parenting program is designedor small groups o parents but can also be delivered througha home visitor coaching model or parents who cannot attendgroups or or parents who attend groups but need supplementaassistance. Te riple P amily o parenting programs allows oa number o delivery variations: riple P Standard can be indi-vidual, group or sel-directed, and riple P Stepping Stones canbe delivered individually or in a combination o individual andgroup delivery. PCI is primarily used with individual parentsbut has also been adapted or small groups.

Te parenting programs are designed to be delivered by a varietyo proessionals. Most oten cited are mental health proessionalssuch as social workers, amily therapists, counselors, and psychologists. Educational proessionals such as early childhood educa-tors, parent educators and teachers are also mentioned. PCI

Many o the programsdene their intended

population in

broad terms such aspreschool children,Others add qualiersindicating a degree orisk, Finally, some

programs are intendedor children with moresevere problems or with

clinical diagnoses


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requires that those delivering the intervention be licensed mentalhealth proessionals or be supervised by someone who is licensed.PreK FAS is delivered by a collaborative team comprising aparent, an early childhood specialist, a public school representa-tive and representatives rom community agencies.

f

Te classroom-based curricula typically present between one

and three lessons per week, each lasting 15-20 minutes over aperiod o about 20 to 30 weeks. An exception to this pattern isthe I Can Problem Solve curriculum which is delivered over 12

weeks. Te Incredible Years classroom curriculum is presentedin 20 minute whole class circle time sessions ollowed by 20minutes o small group skill practice activities.

Te parenting programs are typically delivered in 10-14 weeklysessions, each lasting 2 to 2 hours. Exceptions to this patterninclude PCI which uses assessments o parent progress toadvance through the program and FAS which is delivered ineight weekly sessions ollowed by a second phase o 21 monthly

sessions planned and lead primarily by the participating amilies.

Ti bsis

Most o the programs claim multiple theoretical bases. Manyinclude social learning theory or some variant (e.g. cognitivesocial learning theory, behavior theory, operant theory) as a theo-retical oundation. Other theoretical sources include attachmenttheory, sel-determination theory, sel-ecacy, psychodynamictheory, risk and resiliency theory, and coercion theory.

c

Tere are commonalities in the content o the social emotionalclassroom curricula, although some have a dedicated ocus on onearea while others have a broad ocus across a number o subjectareas. Te Emotions Course concentrates on emotional regula-tion. I Can Problem Solve ocuses on problem-solving but alsoincludes material on identiying emotions. Te other fve class-room curricula cover multiple topics, most commonly problemsolving, emotional understanding, sel-control or sel-regulation,and anger management. Other content areas include empathy,riendship skills, and learning school rules. Te Incredible YearsChild raining Program or small groups o children with diag-

nosed conditions covers the topics o understanding eelings,empathy, interpersonal problem solving skills, anger management,riendship skills and behaving appropriately in the classroom.

Te parent training curricula also share some common content.All the programs teach behavior management skills, and or some,such as riple P and Incredible Years, this is the primary content.Tree o the programs (Pathways to Competence or Young Chil-dren, Incredible Years and PCI) also teach parents methods orplaying with their child. wo programs contain material thatis more parent-ocused: Pathways to Competence or Young

Children explores parents experiences o being parented in amilyo origin and parents views o sel and other, and DARE to be

You covers parental sel-ecacy and sel-esteem, internal locus ocontrol, stress management, and peer support. Te Pre-K FASprogram is more amily oriented and addresses amily communi-cation, interaction and engagement.

wo o the parenting models, Te Incredible Years and riple Phave versions addressing amily risk actors that can be used as

supplements ater parents have completed the standard versionso the programs. Incredible Years ADVANCE is a 10-14 weeksupplement covering topics such as conict management, sel-control techniques, communication and problem solving skillsand coping with depression. riple P Enhanced is designed orparents who have completed riple P Standard or Stepping Stonesand is individually tailored to parent needs such as enhancedparenting skills, mood management and stress coping skillsattribution retraining, and anger management.

Unique among the programs is riple P Stepping Stones which in addition to covering the riple P Standard behav

ioral parenting skills addresses topics o concern to parents ochildren with disabilities. Tese include increased care givinginclusion and community living, and amily supports; behaviorprotocols or problems such as sel-injurious behavior, pica andrepetitive behaviors; and strategies such as blocking, physicaguidance and unctional communication training.

ms

Te methods used in thechild curricula are designedto be appropriate or young

children. All the curriculaspeciy that they use puppetsand all but one speciy the useo role-play. Games, stories,music and songs along withdiscussion and brainstormingare also common tools.Notably, all o the classroomprograms contain instructionor teachers to assist childrenin learning and practicing new social emotional skills duringdaily classroom activities and interactions.

Most o the child directed packages also incorporate a degree oparent involvement or participation. For many this consists oinormation sent home to parents describing the topic areas or skillschildren are being taught, with some including suggestions orhome activities and ways parents can reinorce skills. First Step toSuccess includes sessions with individual parents to teach behaviomanagement skills and close communications with parents whoprovide child rewards at home contingent on classroom behavior.

Te parenting curricula rely on didactic presentation o inor-mation, videotape vignettes, discussion and in some cases, group

Te methods used inthe child curriculaare designed to be

appropriate or youngchildren puppetsrole-play Games,

stories, music and songsalong with discussion

and brainstorming arealso common tools.


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activities. All but one o the programs use homework assign-ments and several use parent workbooks or home activity plans.PCI, the Incredible Years coaching model, and riple P Stan-dard and Stepping Stones include joint parent-child sessionsthat employ practice, observation and eedback to help parentslearn and implement new skills. PCI employs bug-in-the-eartechnology or its coaching sessions.

Both DARE to be You and Pre-K FAS incorporate joint parent

child sessions that ocus on issues such as parent-child relation-ships and amily communication.

conSIderatIonS In SelectIngcurrIcula/InterventIonS

In selecting a curriculum or intervention, agenciesor programs should consider a number o actorsregarding appropriateness and easibility.

o determine i the curriculum/intervention isappropriate or their needs, decision-makers canask the ollowing questions:

Are the stated purpose o the curriculum/1.intervention and the outcomes obtainedin the evaluation studies congruent withthe needs o our program?

Are the theoretical basis, the content and the methods2.o the curriculum/intervention a good ft with those oour program?Has the curriculum/intervention been shown to be3.

eective with the population o children/parents wewill be using it with?

o determine the easibility o adapting a curriculum/interven-tion, decision-makers can examine the ollowing issues.

How much support or implementation o the curric-1.ulum/intervention would our program need and howmuch is available?

In order to obtain the outcomes documented in evalua-tion studies, an intervention must be implemented withfdelity. Critical to implementation fdelity are the types

and amounts o supports employed, including materials,training, technical assistance and consultation. Te degreeo implementation support available varies widely amongthe curricula/interventions. For many o these, inormationon the support available can be ound on the websites listedin the frst column o able 1.

In addition to a leader/teacher manual or guide, many o thechild curricula/interventions provide supplementary mate-rials including storybooks, puppets, coloring books, visualaids such as posters and charts, parent inormational letters,CDs with songs, and DVDs with vignettes. Several curricula/

interventions oer evaluation materials or kits.

Seven o the nine child curricula/interventions oer trainingin implementation, with one (Als Pals) requiring trainingSome also oer ollow-up consultation, reresher and advancedtrainings, and/or certifcation processes. Several provide technical assistance and consultation on curriculum/interventionstart-up issues such as identiying community partners andunding sources, and organizational readiness.

As with the child interventions, most o the parentinprograms oer an array o supplementary materials along

with a manual/leaders guide, such as brochures or adver-tising the program; orms or registration, attendance, etc.DVDs or use in group sessions; and parent certifcates. In

addition, materials or use by parents such ashandouts, tip sheets, videos, take-home practiceassignments, workbooks and books are otenpart o a kit or available separately.

O the seven parenting programs, six have training

available and fve o those require training. BothPCI and Pre-K FAS oer intensive trainingand support with PCI requiring an initial 40hour training, an advanced ollow-up trainingand a year o on-going supervision/consultationFAS requires an initial 3-day training, a ollowup site visit and on-going technical support.

Does our program have the time and resources to imple2.ment the entire curriculum or intervention?

While some o the curricula/interventions state that theyallow or exibility in timing or in selection o components/lessons, this should be done with caution. Te greater thedeviation rom the way in which the intervention wasimplemented in evaluation studies, the less likelihood thathe same outcomes will be obtained.

Does our program have the fscal resources needed to3.implement the curriculum/intervention?

In general, the greater the degree o implementation resourcesemployed, the greater the cost will be. Many o the curricula/interventions do not mandate training, and programs canimplement the curriculum/intervention by purchasing only

the necessary materials. In some cases this is only a manual oleaders guide, although in many cases the manual is part o akit containing other materials and props. Additional costs wilbe entailed when training is obtained or sta implementingthe curriculum/intervention. Tis may be a one time startup expense, or may be an on-going expense when ollow-uptraining, technical assistance and/or consultation are used.

For many o the curricula/interventions, cost inormation omaterials and training can be obtained rom the websites listedin able 1. In other cases cost inormation is not listed on the

website but a contact is given or obtaining cost inormation.

In selecting acurriculum or

intervention, agencies

or programs shouldconsider a numbero actors regarding

appropriatenessand easibility.


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TaBlE 1: Program InFormaTIon

Als PAls(Wingspan, 1999) www.wingspanworks.com

purpoSe:Promote emotional and socia lcompetence, oster resilientdevelopment, and reduce therisk o later anti-social behaviorand substance abuse in youngchildren

targetpopulatIon:

Children ages 3-8 especiallythose at risk due to actorssuch as poverty and violence

delIvery:

Whole classroomDelivered by classroom teachersraining required

InterventIon deScrIptIon:

: 23 weeks, two 15-20 minute lessons per week

Ti sis: Risk and resiliency theory

c: Understanding and expressing emotions, sel-regulation o behavior, problem-solving, positive coping,positive social interactions, healthy decision-making, lessons

on substance abuse and violence prevention

mhs: Puppets, discussion, brainstorming, role-play,guided creative play, music and books. eachers use teachingstrategies to help children practice and generalize skills indaily classroom interactions.

Emotions CoursE(Izard, 2001)

purpoSe:

Increase young childrens abilityto understand and regulateemotions, and utilize modulatedemotions, reduce maladaptivebehavior

targetpopulatIon:

Preschool children ages 3-5

delIvery:

Whole classroomDelivered by classroom teachers


: 20 lessons, each with 2-5 modules. 2-3 modulestaught per week over 5 month period

Ti sis: Dierential emotions theory

c: Labeling, recognizing and regulating emotions o:joy/happiness, sadness, anger, ear, interest and contempt

mhs: Puppet shows, interactive games and storybooks.eachers provide emotional tutoring and coaching or chil-dren experiencing dysregulation.

inCrEdiblE YEArs: Dina Dinosaur Classroom CurriculumPreschool/Kindergarten(Webster-Stratton, 2002) www.incredibleyears.com

purpoSe:Promote childrens social compe-tence, emotional sel-regulationand positive school behavior

targetpopulatIon:

Children in preschool andkindergarten rom high riskpopulations

delIvery:

Whole classroomDelivered by classroom teachersraining available andrecommendedCertifcation available


: 30 weeks, 2-3 sessions per week, 20 minutes owhole classroom circle time ollowed by 20 minute smallgroup skill practice activities

Ti sis: Cognitive social learning theory, coercionmodel, modeling and sel-ecacy theories

c: Learning school rules, emotional literacy, inter-personal problem solving, anger management, social skills,communication skills

mhs: Videotape modeling, role-play, puppets, picturecue cards, games, group discussion, small group practiceactivities, promotion o skills throughout school day


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PrEsChoolPAths(Domitrovich, Greenberg, Kusche & Cortes, 2004) www.prevention.psu.edu/projects/paths.html

purpoSe:Prevent or reduce behavior andemotional problems in youngchildren and enhance childrenssocial emotional competence

targetpopulatIon:

Preschool children ages 3-5

delIvery:

Whole classroomDelivered by classroom teachersraining available


: 33 lessons, 1 per week. Lessons can be presented onexible timeline.

Ti sis: Aective-Behavioral-Cognitive-Dynamicmodel o development

c: Friendship skills, emotional understanding andexpression skills, sel-control strategy, and problem-solving

mhs: Modeling stories and discussions, puppets, role-play, songs. eachers integrate extension activities includingcooperative projects and games into classroom activities anduse natural situations in classroom to provide emotionalcoaching and teach/reinorce skills.

sECond stEP(Committee or Children, 1991) www.cchildren.org

purpoSe:Primary prevention programdesigned to decrease aggressionand promote social competence

targetpopulatIon:

Children in preschool and

kindergarten

delIvery:

Whole classroomDelivered by classroom teachersraining available


: 28 sessions delivered once or twice per week overacademic year

Ti sis: Social learning theory

c: Empathy, problem solving, emotion management,impulse control and anger management

mhs: Vignettes, puppets and role-play. eachers cue useo skills during classroom activities.

soCiAlskillsin PiCturEs, storiEs, And songs(Serna, Nielsen & Forness, 2007) www.researchpress.com

purpoSe:Assist young children inlearning social and emotional

skills necessary or school readi-ness and success

targetpopulatIon:

Children in child care,preschool, and the earlyelementary grades

delIvery:

Whole classroom or small groupsDelivered by classroom teachers


: Manual contains 22 lessons that can be presentedon exible timeline. Research studies presented lessons intwo 3-hour sessions per week over 12-14 weeks.

Ti sis: Sel-determination

c: Direction ollowing, sharing and problem-solving skills

mhs: Stories, role-play, songs, puppet games, visual aids,coloring books, mnemonics. eachers create opportunities orchildren to practice skills during classroom activities.

PrEsChooli CAn ProblEm solvE(Shure, 2000) www.thinkingpreteen.com www.researchpress.com

purpoSe:each children how to think inways that help resolve typicalinterpersonal problems with peersand adults in order to reduce andprevent early high-risk behaviors

target

populatIon:Preschool children, ages4 -5, especially those livingin poor, urban environments

delIvery:

Small groups. Can be usedwith whole classroomDelivered by classroom teachersraining available


: 59 lessons, 20-minutes each, delivered daily over 12week period

Ti sis: Interpersonal problem solving, means-endthinking

c: Problem-solving language, identiying emotions,problem-solving skills

mhs: Role-playing games, puppets, group interaction.eachers assist children in using problem-solving approachduring the day when actual problems arise.


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inCrEdiblE YEArs: Dina Dinosaur Child Training Program(Webster-Stratton, 2004) www.incredibleyears.com

purpoSe:Promote childrens socialcompetence, emotional sel-regulat ion and positive schoolbehavior; prevent, reduce andtreat early onset o conduct

problems in young children

targetpopulatIon:

Children ages 3-8 withdiagnosed problems suchas ODD, CD and ADHD;children exhibiting early

onset o conduct problems

delIvery:

Small groupsDelivered by mentalhealth proessionalsraining available andrecommended

Certifcation available


: 20-22 weeks, 1 meeting per week, 2-hours in length

Ti sis: Social learning theory, coercion model,modeling and sel-ecacy theories

c: Understanding eelings, empathy, interpersonal

problem solving skills, anger management, riendship skills,behaving appropriately in the classroom

mhs: Videotape modeling, role-play, group discussion,stories, games, puppets, picture cue cards, coloring books

First stEPto suCCEss(Walker, Golly, Kavanaugh, Stiller, Severson & Feil, 2001) store.cambiumlearning.com

purpoSe:Identiy children with problemso antisocial behavior througha universal screening process,teach adaptive, pro-social schoolbehavior, and teach parentskey skills or improving theirchilds school adjustment andperormance

targetpopulatIon:

Children ages 4-5displaying signs o risk andmaladaptive behavior

delIvery:

Individually delivered to targetchildren within classroom settingImplemented by coaches andclassroom teachersraining available andrecommended


: 30 classroom days

Ti sis: Social learning theory

c: argeted classroom pro-social and antisocial behav-

iors individually determined or each child. Coach works withteacher, parents and child to develop child competencies incommunication, cooperation, setting limits, solving problems,making riends and developing confdence.

mhs: Classroom: point system, immediate eedback onbehavior through GREEN/RED cards, positive verbal eed-back, individual child and group rewards, time-out. Home:

parent provides rewards based on classroom behavior.

PArEnting ProgrAms

PAthwAYsto ComPEtEnCEForYoung ChildrEn(Landy & Tompson, 2006) www.brookespublishing.com

purpoSe:Provide parents with inorma-tion and parenting strategies to

enhance the development andbehavior o inants and youngchildren

targetpopulatIon:

Parents and other primarycaregivers o children agesbirth to 7 years

delIvery:

Small groupsDelivered by proessionals

such as social workers, homevisitors, early childhoodeducators, psychologists


: en lessons covered in weekly sessions over 20 weeks

Ti sis: Behavioral theory, psychodynamic theory,developmental theory

c: Childrens developmental capacities, parentsexperience o being parented in amily o origin, parent-child

interaction, parents view o sel and other, playing withchild, management o behavior, dealing with childs nega-tive emotions and aect regulation, negotiation and problemsolving, encouraging pro-social behavior and empathy

mhs: Didactic presentations, group exercises, homework


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10

inCrEdiblE YEArs: Parent Training(Webster-Stratton, 2001) www.incredibleyears.com

purpoSe:Strengthen parenting competen-cies and oster parent involve-ment in childrens schoolexperiences in order to promotechildrens academic, social andemotional competencies and

reduce conduct problems

targetpopulatIon:

Parents o children 0-6 years

Early Childhood Parentraining program may beused as prevention or adapted

or use with amilies o chil-dren with behavior problemsor reerred by child protectiveservices.

delIvery:

Group ormatMay also be delivered througha home visitor coachingmodel; coaches must haveattended authorized training.Delivered by counselors,

psychologists, nurses, socialworkers, amily therapists orother mental health proessionalsraining available andrecommendedCertifcation available


e chih baSIc p tii p (3-6 s)

: 12-14 weekly 2-2 hour sessions as a preventionprogram. Minimum o 20 sessions or children with conductproblems or amilies reerred by child protective services.

Ti sis: Cognitive social learning theory

c: Parenting skil ls including child-directed playskills, empathy, using praise and incentives, limit-setting andnonviolent discipline techniques

mhs: Facilitator-lead discussion o video vignettes, prac-tice activities, home activity plans

advance p tii p (4-12 s)

10-14 week supplement to the BASIC program. For amilieswith risk actors such as depression, marital discord, poor copingskills, lack o support and isolation. Covers conict manage-ment, sel-control techniques, communication and problem

solving skills, coping with upsetting thoughts and depression,and how to give and get support.

vsis i, :

Incredible Years Parents and Babies Program (0-12 months).Incredible Years Parents and oddlers Program (1-3 years).

triPlE P stAndArd(riple P manuals and materials available in conjunction with training) www.ripleP-America.org

purpoSe:Prevent severe behavioral,emotional and developmentalproblems in children byenhancing the knowledge, skillsand confdence o parents

targetpopulatIon:

Parents o children birth to12 years with more severeand multiple behavior prob-lems such as aggression oroppositional behavior

delIvery:

Individual, group or sel-directed (with or withouttelephone consultation)Children included in somesessions to acilitate skills practiceDelivered by psychologists,social workers, amily thera-pists, counselors, parenteducators and school personnelraining required


: Individual: ten 1-hour sessions; Group: our 2-hoursessions + our 20-minute phone consultations

Ti sis: Social learning theory, operant theory,coercion theory and applied behavior analysis

c: 17 core parenting skills to increase pro-social childbehaviors and decrease problem behaviors (e.g. quality time,praise, attention, incidental teaching, behavior charts, settingrules, planned ignoring, instruction-giving, logical conse-quences, quiet time, time out), strategies or generalizationand maintenance

mhs: Modeling, rehearsal, practice, observation, eed-back, discussion, homework, and workbook with activitiesand exercises

oh sis

ti p pi c: Brie, exible consultation, typicallyour 20-minute sessions, either ace-to-ace or by telephoneteaching behavior management skills to parents o childrenbirth to 12 years with mild to moderate discrete behaviordiculties such as tantrums, fghting with siblings

ti p eh: For parents o children birth to 12 yearswith concurrent child behavior problems and amily problemssuch as stress, depression, or conict between partners whohave completed riple P Standard or riple P-Stepping Stones.An intensive individually tailored program (up to 11 sessions).Program modules include practice sessions to enhance parentingskills, mood management strategies, stress coping skills, partnersupport skills, attribution retraining and anger management.


13/21

11

triPlE P stEPPing stonEs www.ripleP-America.org

purpoSe:Help amilies achieve durableimprovements in childrensbehavior and liestyle and in thequality o amily lie

targetpopulatIon:

Families o children birthto 12 years with a disability

delIvery:

Individual delivery or combinedgroup and individual deliveryMay include home observation/practice sessionsDelivered by a variety o health,education and welare proes-

sionals who counsel parentsraining required


: en sessions individually tailored to amily needs

Ti sis: Social learning theory, operant theory,coercion theory and applied behavior analysis

c: Standard riple P content plus issues such asadjustment to having a child with a disability, increased caregiving, inclusion and community living, amily supports.Covers additional causal actors or behavior problems such

as communication diculties. Provides behavior protocolsor common problems associated with disability such assel-injurious behavior, pica, repetitive behaviors. Coversadditional strategies such as blocking, physical guidance andunctional communication training.

mhs: Didactic presentations; modeling, role-play andeedback; homework, workbook, video demonstrations

dArE tobE You(Miller-Heyl, MacPhee, & Fritz, 2000) www.coopext.colostate.edu/DBY purpoSe:

Primary prevention topromote resiliency andsubstance abuse prevention

targetpopulatIon:

High-risk amilies withchildren 2-5 years

delIvery:

Parent groups with concurrentchild groups. Joint parent-childactivity at each session.Delivered by teachers orcommunity volunteersraining required


: 10-12 weeks, weekly 2 hour sessions

Ti sis: Developmental theories o sel-ecacy

and social behavior, and amily interaction theoryc: Parents: sel-ecacy and sel-esteem, internal locuso control, decision-making skills, eective child-rearingstrategies and communication skills, stress management,

strengthened peer support. Children: sel-responsibility,communication and decision-making skills.

mhs: Parent: groups-experiential activities, group discus-sion and didactic presentations. Child: groups-activities,games, puppets and storybooks.

PArEnt-Child intErACtion thErAPY(Hembree-Kigin & McNeil, 1995) www.pcit.org

purpoSe:Improve the quality o theparent-child relationship,increase parents behaviormanagement skills, increasechildrens prosocial behavior anddecrease negative behavior

targetpopulatIon:

Families with children ages2-7 who are experiencing abroad range o behavioral,

emotional, and amilyproblems

delIvery:

Individual parent-childsessions or small groupso parents and childrenDelivered by mentalhealth proessionalsraining required


: Weekly sessions, 1 hour in length. Number osessions determined by assessment o parent progress. ypicallength is 10-16 weeks. Follow-up and booster sessionsrecommended

Ti sis: Attachment theory and social learning theory

c: wo phases: Child-Directed Interaction tostrengthen parent-child attachment teaches parent to usepraise, reection, imitation, description and enthusiasm while

playing with child. Parent-Directed Interaction teaches struc-tured, consistent discipline through use o clear commandsand consistent consequences or compliance and non-compli-ance using praise and time-out.

mhs: Parent sessions use instruction, modeling, role-play and homework assignments. Parent-child sessions usecoaching through bug-in-the ear; and observation, codingand eedback o parent skills.


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12

PrE-k FAst: Families and Schools Together www.amiliesandschools.org

purpoSe:Support and empower parents,enhance amily unctioning,increase parent involvement,amily social support, andchild social skil ls, and preventsubstance abuse

targetpopulatIon:

Parents and their childrenages 3-6

May be used as a universalintervention or targeted to

amilies o children withproblem behaviors identi-fed through screening

delIvery:

Parent-child groupsImplemented by collaborativeteam composed o parent,early childhood specialist,public school representativeand representatives rom

community agenciesraining requiredCertifcation available


: en weekly 2 hour sessions. Follow-up: 21monthly sessions planned and implemented by parents

Ti sis: Family systems theory

c: Family communication skills, amily engagement,parent-to-parent communication and support, communityresources inormation

mhs: Family interactive assignments, one-to-oneparent-child personal engagement time, community buildingactivities, music and singing

oh sis i:

Baby FAS (0-3);

Kids FAS (K-3rd)


15/21

13

TaBlE2:EFFICaC

IouSadoPTIon

raTIngS

pgm

ciins

teenfideliy

teengenelizin

teenminennce

Scilvlidiyouces

accepbiliyIneenins

rplitionaossInvstitos

rplitionaossclinilgps.

evi.aosseth./r.divsgps.replicin

acssSeins

Supulins

ciloums

alspls

Dubas,Lynch,Galano,Geller

&Hunt,1998;Lynch,

Geller&Schmidt,2004

Childrenincommunity

presc

hoo

lsan

dchildcare

Hea

dStartchildren

Increasedprosocial

behavior

Decrease

dpro

blem

behavior

eminscus

Izard,Trentacosta,King

&Mostow,2004;Izard,

King,Trentacosta,Morgan,

Laurenceau,Krauthamer-

Ewing&Finlon,2008

Hea

dStartchildren

ages3-5

Increasedemotion

know

ledgean

d

regu

lation,an

dsocialcompetence

Decrease

dnegativeemotion

expression,aggression,anxious/

dep

ressed

behavioran

dnegative

peeran

dadu

ltinteractions

Decreasesinchildrenscoringin

clin

icalrange

oraggressionan

d

anx

ious/

depressed

behavior

Iniblys:Dina

DinosaurClassroom

Curricu

lumPresc

hoo

l/

Kindergarten

Webster-Stratton,Reid&

Stoolmiller,

2008

ChildreninHea

dStart,

kindergartenan

d1stgra

de

classrooms.Childrenrate

d

ashaving

highleve

lso

behaviorpro

blems

Increasedsocialcompetencean

d

emotionalse

l-regu

lation

Decrease

dcon

ductpro

blems

pslpathS

Domitrovich,Cortes&

Greenberg,2007;Bierman,

Domitrovich,Nix,Gest,

Welsh,Greenberg,Blair,

Nelson&Gill,2008;

Bierman,N

ix,Greenberg,

Blair&Domitrovich,2008

Hea

dStartchildren

ages3-4

Increasedemotionalun

der-

stan

ding,social-emotionalcompe-

tencean

dsocialpro

blem-so

lving

Decrease

daggressive

behavioran

d

inte

rnalizing

behavior

SnS

McMahon,Washburn,Felix,

Yakin&Ch

ildrey,2000

Presc

hoo

lstu

dentsages

3-5an

dkindergarten

stu

dentsages4-7

living

inpu

blic

housing

Increased

know

ledgeregar

ding

empat

hy,impu

lsecontro

l,pro

blem

solv

ingan

dangermanagement

Decrease

ddisruptive

be

havior,verba

l

aggressionan

dp

hysica

laggression


16/21

14

pgm

ciins

teenfideliy

teengenelizin

teenminennce

Scilvlidiyouces

accepbiliyIneenins




acssSeins

Supulins

ciloums

SilSkillsinpius,

Sis,nSngs

Serna,Nielsen,Lambros

&Forness,2

000;Serna,

Lambros,Nielsen&Forness,

2002;Serna,Nielsen,

Mattern&Forness,2003

Hea

dStartchildren

Hea

dStartchildrenatrisk

oremotional-behaviora

l

disorders

Imp

rovementsinadaptive

behavior

and

socialinteraction

Dec

reasedpro

blem

behavior,inat-

tent

ionan

dover-activity

Increasedadaptivesocialskills

At-r

iskchildrenimprove

dormain-

tain

edunctioning

leve

l

pslIcn

pblmSlv

Shure,Spivack&Jaeger,

1972;Shure&Spivak,

1979,1980,1982;Feis&

Simons,198

5

Childreninfedera

lly

fun

de

dpresc

hoo

lprograms

an

dpu

blic

kindergarten

Increasedso

lutionsan

dconse-

quences,an

dadjusted

behavior

Dec

reasedinhibited,

impu

lsivean

d

problem

behavior

Iniblys:Dina

DinosaurChildTraining

Program

Webster-Stratton&

Hammond,

1997;Webster-

Stratton,Reid&Hammond

2001,2004;Barrera,

Biglan,Tay

lor,Gunn,

Smolkowski,&Black,2002;

Reid,Webster-Stratton&

Hammond,

2003

Childrenages4-8with

con

ductpro

blems,with

diagnosiso

ODD,orCD

Childrenin

kindergarten-

3rdgra

dewithaggressive

behavioran

d/orreading

dicu

lties

Increasedprosocial

behavioran

d

positivecon

ictmanagementskills

Dec

reasedaggressivean

ddisrup-

tive

behaviorininteractionswith

parents,teac

heran

dpeers

PArEntingProgrAms

pwscmn

fyungciln

Landy,Men

na&Sockett-

Dimarcio,1997;Landy&

Menna,200

6

N

/A

Motherso

childrenages

3-6,somewithhighleve

ls

oaggressive

behavior

andsomewithnormative

behavior

Dec

reasedexternalizing

behavior

Dec

reasedaggressivean

dantisocial

behavior

Iniblys:

ParentTraining

Webster-Stratton1994,

Webster-Stratton&

Hammond,

1997;Taylor,

Schmidt,Pepler,&Hodgins,

1998;Webster-Stratton,

Reid,&Hammond,2001,

2004;Hartman,Stage&

Webster-Stratton,2003;

Reid,Webster-Stratton&

Baydar,200

4;Webster-

Stratton&Herman,2008

N

/A

Familieso

children:ages

4-8

diagnose

dwithCD

orODD;inHea

dStart;

ages2-5inacommunity

samp

le;ages4-7with

diagnosiso

CDorODD+

attentionalpro

blems

Increasedprosocial

behavioran

d

socialcompetence

Dec

reasedaggressive,

destructive

and

oppositional-defant

behaviors

Dec

reasedmoo

dan

dinternalizing

sym

ptoms


17/21

15

pgm

ciins

teenfideliy

teengenelizin

teenminennce

Scilvlidiyouces

accepbiliyIneenins




acssSeins

Supulins

ciloums

tilpSn

Sanders,Markie-Dadds,

Tully,&Bor,2000;Sanders

&McFarlan

d,2000;Bor,

Sanders&M

arkie-Dadds,

2002;Cann

,Rogers&

Mathews,2003;Leung,

Sanders,Leung,Mak&Lau,

2003;McTa

ggart&Sanders,

2003;Mark

ie-Dadds&

Sanders,2006;Morawska

&Sanders,2006;Turner,

Richards&Sanders,2007

N

/A

Familieso

children:ages

3-9withdiagnosiso

CDorODD;ages2-5

withelevated

disrup-

tive

behavior;aged3

withdisruptive

behavior

andattentionpro

blems;

ages3-6

rom

highrisk

communitysamp

leso

children;an

dages18-36

monthswithparenta

l

concernsabout

behavior

Increasedse

l-esteem

Decrease

ddisruptive

behavior

and

anxiety

tilpSingSns

Roberts,Mazzucchelli,

Studman&

Sanders,2006;

Plant&San

ders,2007;

Whittingham,Sorono,

Shefeld&Sanders,2009

N

/A

Familieso

childrenages

2-9withdevelopmenta

l

delayor

developmenta

l

disabilitiesinclu

ding

ASD,

DownSyn

drome

andcere

bra

lpalsy

Dec

reasedoppositional

behavior,

non

-comp

liance,

disruptive

behavior,an

dnum

bero

pro

blem-

atic

care-givingtasks

darebyu

Miller-Heyl,MacPhee&

Fritz,1998

N

/A

Highrisk

amilieswith

childrenages2-5

Increased

developmenta

lleve

ls

Dec

reasedoppositional

behavior

pncil

IninT

McNeil,Eyberg,Eisenstadt,

Newcomb&

Funderburk,

1991;Eisenstadt,Eyberg,

NcNeil,Newcomb,&

Funderburk,1993;

Schumann,Foote,Eyberg,

Boggs&Alg

ina,1998;

Nixon,Sweeney,Erickson,

&Touyz,2003;Timmer,

Urquiza,Zebell&McGrath,

2005;Bagner&Eyberg,

2007;Chase&Eyberg,2008

N

/A

Familieso

children:ages

3-6withdiagnosiso

ODD,orODD+SAD,

withMR+ODD;ages2

-7withCD+ADHD,

withODD+ADHD

orwithADHDalone;

ages2-8withbehavior

pro

blemsan

dhistoryo

maltreatment

Increasedcomp

liance

Dec

reased

disruptive

behavior

Dec

reasedinternalizing

behavior

problems

ADHD-AttentionDefcitHyperactivityDisorder;ASD-AutismSpectrumDisorder;CD-Con

ductDisor

der;MR-Menta

lRetardation;

ODD-Oppositiona

lDefantDisorder;SAD-SeparationAnxietyDiso

rder


18/21

16

Bagner, D. M., & Eyberg, S. M. (2007). Parent-childinteraction therapy or disruptive behavior in childrenwith mental retardation: A randomized control trial.Journal o Clinical Child and Adolescent Psychology,36(3), 418-429.

Barrera, M., Jr., Biglan, A., aylor . K., Gunn, B. K.,Smolkowski, K., Black, C., et al. (2002). Earlyelementary school intervention to reduce conductproblems: A randomized trial with Hispanic andnon-Hispanic children. Prevention Science, 3(2), 83-94.

Bierman, K. L., Domitrovich, C. E., Nix, R L., Gest, S.D., Welsh, J. A., Greenberg, M. ., et al. (2008).Promoting academic and social-emotional schoolreadiness: Te Head Start REDI program. Child

Development, 79(6), 1802-1817.

Bierman, K L., Nix, R. L., Greenberg, M. ., Blair, C., &Domitrovich, C. E. (2008). Executive unctions andschool readiness intervention: Impact, moderation,and mediation in the Head Start REDI program.Development and Psychopathology, 20, 821-843.

Bor, W., Sanders, M. R., & Markie-Dadds, C. (2002). Teeects o the riple P-Positive Parenting Programon preschool children with co-occurring disruptivebehavior and attentional/hyperactive diculties.

Journal o Abnormal Child Psychology, 30(6), 571-587.Cann, W., Rogers, H., & Matthews, J. (2003). Family

Intervention Services program evaluation: A briereport on initial outcomes or amilies.Australiane-Journal or the Advancement o Mental Health 2(3),www.auseinet.com/journal/vol2iss3/cann.pd.

Chase, R. M., & Eyberg, S. M. (2008). Clinical presentationand treatment outcome or children with comorbidexternalizing and internalizing symptoms. Journal oAnxiety Disorders, 22, 273-282.

Committee or Children (1991). Second step: A violence preventioncurriculum. Preschool-kindergarten. Seattle, WA: Author.

Denham, S.A., & Burton, R. (1996). A social-emotionalintervention or at-risk 4-year-olds.Journal o SchoolPsychology, 34(3), 225-245.

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. .(2007). Improving young childrens social andemotional competence: A randomized trial o thepreschool PAHS curriculum. Te Journal oPrimary Prevention, 28(2), 67-91.

rEFErEnCES

Domitrovich, C., Greenberg, M., Kusche, C., & Cortes, R.(2004). PAHS preschool program. South Deerfeld,MA: Channing Bete Company.

Dubas, J. S., Lynch, K. B., Galano, J., Geller, S. & Hunt, D.(1998). Preliminary evaluation o a resiliency-basedpreschool substance abuse and violence preventionproject.Journal o Drug Education, 28(3), 235-255.

Eisenstadt, . H., Eyberg, S., McNeil, C. B., Newcomb, K., &Funderburk, B. (1993). Parent-Child Interaction Terapywith behavior problem children: Relative eectivenesso two stages and overall treatment outcome.Journalo Clinical Child Psychology, 22(1), 42-51.

Feis, C. L., & Simons, C. (1985). raining preschool children

in interpersonal cognitive problem-solving skills: Areplication. Prevention in Human Services, 3(4), 59-70.

Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., &Strain, P. S. (2003). Te teaching pyramid: A modelor supporting social competence and preventingchallenging behavior in young children. YoungChildren, 58, 48-52.

Hartman, R. R., Stage, S. A., & Webster-Stratton, C. (2003).A growth curve analysis o parent training outcomes:Examining the inuence o child risk actors(inattention, impulsivity, and hyperactivity problems),parental and amily risk actors.Journal o ChildPsychology and Psychiatry, 44(3), 388-398.

Hembree-Kigin, ., & McNeil, C. B. (1995). Parent-childinteraction therapy. New York, NY: Plenum.

Hood, K. K., & Eyberg, S. M. (2003). Outcomes o parent-childinteraction therapy: Mothers reports o maintenancethree to six years ater treatment.Journal o ClinicalChild and Adolescent Psychology, 32(3), 419-429.

Hunter, A., & Hemmeter, M. L. (2009, January). Te Center

on the Social and Emotional Foundations or EarlyLearning. Addressing challenging behavior in inantsand toddlers.Zero to Tree, 5-12.

Izard, C.E. (2001). Te emotions course: Helping childrenunderstand and manage their eelings. eachers manualsNewark, DE: University o Delaware.


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Izard, C. E., King, K. A., rentacosta, C. J., Morgan, J. K.,Laurenceau, J-P., Krauthamer-Ewing, E. S., et al.(2008). Accelerating the development o emotioncompetence in Head Start children: Eects onadaptive and maladaptive behavior. Development andPsychopathology, 20, 369-397.

Izard, C. E, rentacosta, C. J., King, K. A., & Mostow, A J.(2004). An emotion-based prevention program or

Head Start children. Early Education & Development,15(4), 407-422.

Joseph, G.E., & Strain, P.S. (2003). Comprehensive evidence-based social-emotional curricula or young children:An analysis o ecacious adoption potential. opics inEarly Childhood Special Education, 23(2), 62-73.

Landy, S., & Menna, R. (2006). An evaluation o a groupintervention or parents with aggressive youngchildren: Improvements in child unctioning, maternalconfdence, parenting knowledge and attitudes. Early

Child Development and Care, 176(6), 605-620.Landy, S., Menna, R., & Sockett-Dimarcio, N. (1997). A pilot

study to evaluate a treatment model or parents opreschoolers with behavioral problems. Early ChildDevelopment and Care, 131, 45-64.

Landy, S., & Tompson, E. (2006). Pathways to competenceor young children. A parenting program. Baltimore,MD: Brookes.

Leung, C., Sanders, M. R., Leung, S., Mak, R., & Lau, J.(2003). An outcome evaluation o the implementation

o the riple-P Positive Parenting Program in HongKong. Family Process, 42(4), 531-544.

Lynch, K. B., Geller, R. S., & Schmidt, M. G. (2004). Multi-year evaluation o the eectiveness o a resilience-based prevention program or young children. TeJournal o Primary Prevention, 24(3), 335-353.

Markie-Dadds, C., & Sanders, M. R. (2006). Sel-directedriple P (Positive Parenting Program) or motherswith children at-risk o developing conduct problems.Behavioral and Cognitive Psychotherapy, 34, 259-275.

McMahon, S. D., Washburn, J., Felix, E. D., Yakin, J., &Childrey, G. (2000). Violence prevention: Programeects on urban preschool and kindergarten children.Applied & Preventive Psychology, 9, 271-281.

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Miller-Heyl, J., MacPhee, D., & Fritz, J. (2000). DARE to beYou: A systems approach to the early prevention o problembehaviors. New York: Kluwer Academic/Plenum.

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Nixon, R. D., Sweeney, L., Erickson, D. B., & ouyz, S.W. (2003). Parent-Child Interaction Terapy: Acomparison o standard and abbreviated treatmentsor oppositional defant preschoolers.Journal oConsulting and Clinical Psychology, 71(2), 251-260.

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Roadmap 2: Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families