Journal
JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
Volume 33, Issue 6, Pages 681-693Publisher
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10802-005-7647-1
Keywords
school-based intervention; teacher consultation; pre-kindergarten; social skills; behavior problems
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Funding
- NIMH NIH HHS [R01 MH 58275, R01 MH 54237] Funding Source: Medline
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This study evaluated the post-treatment outcome effects of a classroom-based social skills program for pre-kindergarten children, using a teacher-consultation model. The pre-K RECAP (Reaching Educators, Children, and Parents) program is a semi-structured, cognitive-behavioral skills training program that provides teachers with in-classroom consultation on program implementation and classroom-wide behavior management. Data on children's social skills and behavior problems were collected from parents and teachers at pre- and post-treatment, for 149 children aged 4-5 years (of whom 56% were girls). Significant treatment effects were found for teacher but not parent reports, with treatment group children improving significantly more than comparison group children in their teacher-rated social skills and internalizing and externalizing problems. These results provide some preliminary support for the efficacy of the program on children's social skills and behavior problems, and for a teacher-consultation model for training teachers to implement school-based mental health programs.
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