Preliminary investigation of an early mental health intervention for Head Start programs: Effects of Child Teacher Relationship Training on children's behavior problems

Head Start teachers and their aides (n = 24) were assigned to either the experimental or active control treatment in this preliminary investigation on the effects of Child Teacher Relationship Training (CTRT) on 52 disadvantaged preschool children identified with behavioral problems. CTRT is based on the principles and procedures of Child Parent Relationship Therapy (CPRT), a structured, time‐limited approach that trains young children's caregivers to be active participants in an early mental health delivery system. Analysis of pre‐ to mid‐ to posttest findings revealed that, compared to the active control, CTRT demonstrated a large treatment effect on reducing children's externalized behavior problems; furthermore, the between‐group difference over time was statistically significant. The statistical, practical, and clinical significance of findings provide preliminary support for CTRT as a developmentally responsive school‐based intervention for at‐risk preschool children exhibiting clinical levels of behavioral problems. © 2010 Wiley Periodicals, Inc.     

Using a whole‐class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior

The Level System is a whole‐classroom approach for managing disruptive behavior that utilizes behavioral management strategies such as a token economy, response cost, stimulating rewards, and strategic attention. Using an ABACC′ treatment comparison design with follow‐up, this study evaluated the effectiveness of the Level System in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child‐Directed Interaction (CDI) and Parent‐Directed Interaction (PDI) phases of Parent–Child Interaction Therapy (PCIT). Teacher‐ and parent‐report measures were administered, and behavioral observation data were collected for child and teacher behavior using videotapes. Results suggested that the amount of inappropriate behavior exhibited by children decreased when the Level System was implemented. Additionally, inappropriate behavior decreased further during the CDI and PDI conditions. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 351–361, 2004.     

Stress in Families of Young Children with Down Syndrome,Williams Syndrome,and Smith-Magenis Syndrome

This study examined whether stress levels differ in families of young children with three different genetic etiologies of mental retardation, and whether child characteristics associated with those genetic etiologies may help explain these differences. Participants were sixty families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. All children were between the ages of 3 and 10 years. Parents completed Achenbach's Child Behavior Checklist, the Questionnaire on Resources and Stress-Friedrich edition, and a demographic questionnaire. Families of children with Down syndrome experienced significantly less Pessimism than the other two etiology groups and significantly less Parent and Family Problems than families of children with Smith-Magenis syndrome. The strongest predictor of Parent and Family Problems was maladaptive behavior in Smith-Magenis syndrome, younger age in Down syndrome, and both maladaptive behavior and younger age in Williams syndrome. Maladaptive behavior predicted Pessimism in families of children with Smith-Magenis syndrome, but none of the variables examined significantly predicted Pessimism in the other two syndromes. The importance of behavioral phenotype research is discussed for practitioners working with young children with mental retardation and their families.     

Stress in Families of Young Children with Down Syndrome, Williams Syndrome, and Smith-Magenis Syndrome

This study examined whether stress levels differ in families of young children with three different genetic etiologies of mental retardation, and whether child characteristics associated with those genetic etiologies may help explain these differences. Participants were sixty families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. All children were between the ages of 3 and 10 years. Parents completed Achenbach's Child Behavior Checklist, the Questionnaire on Resources and Stress-Friedrich edition, and a demographic questionnaire. Families of children with Down syndrome experienced significantly less Pessimism than the other two etiology groups and significantly less Parent and Family Problems than families of children with Smith-Magenis syndrome. The strongest predictor of Parent and Family Problems was maladaptive behavior in Smith-Magenis syndrome, younger age in Down syndrome, and both maladaptive behavior and younger age in Williams syndrome. Maladaptive behavior predicted Pessimism in families of children with Smith-Magenis syndrome, but none of the variables examined significantly predicted Pessimism in the other two syndromes. The importance of behavioral phenotype research is discussed for practitioners working with young children with mental retardation and their families.     

Preschooler Sleep Patterns Related to Cognitive and Adaptive Functioning

Research Findings: Preschoolers’ sleep patterns were examined related to cognitive and adaptive functioning. The sample consisted of 874 typically developing preschool children with a mean age of 40.01 months. Parent/caregiver reports of children's sleep pattern factors, Stanford-Binet 5 intelligence scale scores, and Behavior Assessment System for Children, Second Edition, adaptive behavior composite scores were examined. The results provided evidence of the interaction among preschoolers’ sleep factors, cognitive variations across performance areas, and adaptive functioning. Practice or Policy: Sleep needs vary according to the child, and maintaining optimal sleep habits will help preschool performance and skills acquisition. Practical implications for prevention, early intervention, education, and policy are discussed.     

Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds

This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent-Child Reading Interaction, and provided demographic data on their educational level, parent and child age, and family size. Children's receptive vocabulary, story and print concepts, letter knowledge, and general emergent literacy skills were assessed in the fall of their preschool year. Analyses focused on the variation in family reading behavior, the relationship between different dimensions of family reading behavior, and the contribution of family reading behavior to early literacy skills. Results indicated that Parent-Child Reading Interaction and Child Reading Interest were significantly related to children's early literacy skills. In addition, multiple regression analyses indicated that Parent-Child Reading Interaction was a small yet significant predictor of children's receptive vocabulary, story and print concepts, and general emergent literacy skills, above and beyond the influence of demographic variables. Child Reading Interest was a significant, albeit small, predictor of letter knowledge above and beyond these demographic controls. Implications of these results for the early literacy education of children of low-income families are discussed.     

Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R

Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period.     

Intervention effects on negative affect of CPS-referred children: Results of a randomized clinical trial

Exposure to early adversity places young children at risk for behavioral, physiological, and emotional dysregulation, predisposing them to a range of long-term problematic outcomes. Attachment and Biobehavioral Catch-up (ABC) is a 10-session intervention designed to enhance children's self-regulatory capabilities by helping parents to behave in nurturing, synchronous, and non-frightening ways. The effectiveness of the intervention was assessed in a randomized clinical trial, with parents who had been referred to Child Protective Services (CPS) for allegations of maltreatment. Parent–child dyads received either the ABC intervention or a control intervention. Following the intervention, children from the ABC intervention (n = 56) expressed lower levels of negative affect during a challenging task compared to children from the control intervention (n = 61).     

EFFECTS OF TEACHER–CHILD INTERACTION TRAINING (TCIT) ON TEACHER RATINGS OF BEHAVIOR CHANGE

Problem behaviors in preschool‐aged children negatively affect teacher‐child relationships and children's skill development. In this clinical replication of an initial study, we implemented Teacher–Child Interaction Training (TCIT), a teacher‐delivered, universal intervention designed for early childhood settings. The initial study evaluated the TCIT program in a sample of 4‐ to 5‐year‐old children, whereas the current study focused on 2‐ to 3‐year‐old children. Teacher ratings of children's behavior indicated a significant main effect for time on children's protective factor scores, but not on behavioral concerns. However, for children whose ratings fell in the below‐average range at baseline, significant large effect sizes were obtained for changes over time for both protective factors and behavioral concerns. Higher levels of teacher skill change were significantly associated with overall higher protective factor scores, as well as lower behavioral concern scores for children when baseline levels of behavioral concerns were high. Results provide further support for the effectiveness of TCIT as a universal intervention designed to improve children's behaviors through targeted improvements in teachers’ relationship‐building skills and classroom management strategies.     

A study of associations among attachment patterns,maltreatment, and behavior problem in institutionalized children in Japan

The present study investigates the relationships among children's history of maltreatment, attachment patterns, and behavior problems in Japanese institutionalized children. Twenty-nine children (12 boys and 17 girls) from three different institutions in the Kinki area (Western part of Japan) participated in this study. Their average age was 6. 41-years (ranging from 4 to 10). Thirteen of the children (44.8%) had history of maltreatment before they were institutionalized. Children's attachment was assessed by the Attachment Doll Play Assessment (George & Solomon, 1990, 1996, 2000). The child’s main caregiver answered the Child Behavior Checklist (CBCL; Archenbach, 1991) to identify children's behavior problems. Results indicated a significant relationship between maltreatment history and attachment pattern. The relationship between attachment pattern and behavior problem was also confirmed. Implications and limitations of this study were discussed.     

Paternal and maternal psychological and physical aggression and children's anxiety in China

The goal of this research was to examine the unique relationships between paternal and maternal psychological aggression (PA) and physical aggression (corporal punishment [CP] and severe physical abuse [SPA]) and children's anxiety in China. A total of 1,971 father–mother dyads completed the Chinese version of Parent–Child Conflict Tactics Scales (CTSPC) and the Chinese version of Spence Children's Anxiety Scale for Parents (SCAS-P). Results indicated that when paternal and maternal PA, CP, and SPA were considered simultaneously, parental PA and maternal CP were both significantly predictive of children's anxiety, whereas SPA had no significant effects on children's anxiety. Specifically, both paternal and maternal PA were the most unique predictors of children's anxiety among parental psychological and physical aggression, whereas the effects of maternal CP and paternal CP were different, with maternal CP having a stronger effect on children's anxiety compared with paternal CP. The findings indicated that appropriate prevention and intervention efforts are needed to target parental PA and maternal CP.     

Stress and Social Support in Fathers and Mothers of Young Children with and without Disabilities

This study compared perceived stress and social support in fathers and mothers of children with and without disabilities. The sample consisted of 15 families with special needs children and 15 with children with no known handicapping conditions. The Parent Stress Index and a parental questionnaire were used. Findings indicated higher perceived stress in families with special needs children. Within these families no significant differences were found between fathers' and mothers' perceived stress. Significant negative correlations were found between families' stress and support received from fiends and relatives. Negative correlations were found for mothers' stress in Child Domain and support from the community. Implications include planning for active engagement of fathers in all areas of service delivery in early intervention programs, including encouragement for more participation in programming; opening a direct line of communication through designing tailored workshops, support groups and counseling; recognizing fathers' strengths beyond their traditional roles; and viewing them as an additional emotional source of support for mothers.     

The Centre for Studies in Science Education at the University of Leeds

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families’ children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families’ children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.     

Supporting fathers to engage with their children's learning and education: An under‐developed aspect of the Parent Support Adviser pilot

The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their line managers and coordinators in 12 case study LAs) showing that there was one key area in the PSA pilot that was less successful—the engagement of fathers. The article examines views about how to engage fathers and of the barriers explaining the overall absence of fathers from the PSA project. It highlights the dissonance between policy and practitioner guidance, on the one hand, and practice, on the other, with regard to the relative failure to engage fathers with this important initiative.     

Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland

The present study investigated a direct assessment of behavioral self-regulation (the Head-Toes-Knees-Shoulders; HTKS) and its contribution to early academic achievement among young children in Germany and Iceland. The authors examined the psychometric properties and construct validity of the HTKS, investigated gender differences in young children's behavioral self-regulation, and explored relations between the HTKS and a teacher report of behavioral self-regulation (the Child Behavior Rating Scale; CBRS) and emerging academic skills. Findings supported the construct validity of the HTKS when used with young German and Icelandic children. Multilevel analyses revealed gender differences, particularly on the CBRS teacher-rated measure. Finally, higher levels of behavioral self-regulation were related to higher academic skills after important background variables were controlled, although some cross-cultural differences in the predictive utility of the HTKS and CBRS were observed. Overall, these results extend prior psychometric work on the HTKS to samples of young European children and support the importance of understanding of the role behavioral self-regulation in young children's development.     

Empowering Latino families: Effects of a culturally responsive intervention for low‐income immigrant Latino parents on children's behaviors and parental stress

This randomized, controlled study examined the effectiveness of Child Parent Relationship Therapy (CPRT) in school settings with 48 low‐income Latino immigrant parents whose children were identified with behavioral concerns. Results from a 2 (group) × 2 (measures) split plot analysis of variance indicated that parents who participated in 11 weeks of CPRT reported statistically significant decreases (p < .001) in child behavior problems and parent–child relationship stress. Large treatment effects were demonstrated for all dependent variables. Clinical significance of findings and cultural considerations are discussed. © 2010 Wiley Periodicals, Inc.     

Early Responsiveness to Intensive Behavioural Intervention Predicts Outcomes Among Preschool Children with Autism

Archival data from a private day‐school offering early intensive behavioural intervention based on the principles of applied behaviour analysis to preschoolers with autism (N = 29) were analysed longitudinally. Teacher reports on the Assessment of Basic Language and Learning Skills (ABLLS) were available up to 4 times and on the Vineland Adaptive Behavior Scales—Classroom Edition (VABS‐CE), at 2 time points. Parent reports on the Autism Treatment Evaluation Checklist (ATEC) were available at 2 time points. All assessments occurred approximately at 6‐month intervals. Children showed statistically significant progress across all skill domains on the ABLLS and on selected subscales and the composite scales of the VABS‐CE and ATEC. Gains were substantial for some children and minor for others. When divided into performance‐based groups, both higher‐performing and lower‐performing groups showed improvement over time, with greater improvement for the higher‐performing group. Nine of 16 children who had been discharged from the programme entered inclusive kindergarten or first‐grade classrooms with an aide. Seven discharged children entered special education classrooms. No child progressed to the point that special education services were not needed. Findings are discussed relevant to the extant literature on early intensive behavioural intervention outcomes among young children with autism.     

A Pilot Study of a Self-Administered Parent Training Intervention for Building Preschoolers’ Social–Emotional Competence

Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence at an early age—a task that necessitates active parent involvement (Webster-Stratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment—Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social–emotional competence in young children (N = 12). Pre- and post-test parent reports revealed that children’s social–emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services.     

Comparing Results from the Clinical Assessment of Behavior and Child Behavior Checklist with Referred Preschoolers

Behavior rating scales are popular assessment tools but more research is needed on the preschool versions of the instruments, particularly with referred samples of preschoolers. This study examined the comparability of results from parent ratings on the preschool versions of the Child Behavior Checklist (CBCL/1.5‐5, Achenbach & Rescorla, 2000) and the Clinical Assessment of Behavior‐Parent form (CAB‐P, Bracken & Keith, 2004) with 74 clinically referred preschoolers. While pairs of similarly named scales from the two instruments received significant correlations, mean scores from the CBCL/1.5‐5 were significantly higher than those from the CAB‐P. Classification consistency was a concern as well. School psychologists are urged to be cautious in their interpretation of results from preschool behavior rating scales.     

Validity of the home and community social behavior scales: Comparisons with five behavior‐rating scales

Three separate studies focusing on convergent and discriminant validity evidence for the Home and Community Social Behavior Scales are presented. The HCSBS is a 65‐item social behavior‐rating scale for use by parents and caretakers of children and youth ages 5–18. It is a parent‐rating version of the School Social Behavior Scales. Within these studies, relationships with five behavior‐rating scales were examined: the Social Skills Rating System, Conners Parent Rating Scale–Revised‐Short Form, Child Behavior Checklist, and the child and adolescent versions of the Behavior Assessment System for Children. HCSBS Scale A, Social Competence, evidenced strong positive correlations with measures of social skills and adaptability, strong negative correlations with measures of externalizing behavior problems, and modest negative correlations with measures of internalizing and atypical behavior problems. HCSBS Scale B, Antisocial Behavior, evidenced strong positive correlations with measures of externalizing behavior problems, modest positive correlations with measures of internalizing and atypical behavior problems, and strong negative correlations with measures of social skills and adaptability. These results support the HCSBS as a measure of social competence and antisocial behavior of children and youth. © 2001 John Wiley & Sons, Inc.