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ERIC Number: EJ1419609
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0896-3746
EISSN: EISSN-1550-5081
Associations between Social-Emotional Teaching Practices and Reductions in Preschoolers' Challenging Behavior
Janice K. Lee; Glen Dunlap
Infants and Young Children, v37 n2 p101-114 2024
It is widely assumed that (1) children with challenging behavior may lack the social-emotional skills to be successful in classroom settings and (2) instruction in social-emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social-emotional skills might be most effective in reducing existing challenging behavior. In this study, we used an archival database to examine possible relationships between types of social-emotional instruction and changes over a 4-month period in levels of social skills and challenging behavior. The database, from a randomized trial of an intervention for preschoolers' challenging behavior, included measures of types of social-emotional instruction and children's social skills and challenging behaviors. Correlational analyses revealed statistically significant relationships between two types of social-emotional teaching practices and reductions in preschoolers' challenging behavior for children in the intervention group, "teaching children behavior expectations" and "teaching problem-solving." No other statistically significant associations were identified. The results are discussed in relation to possible implications for social-emotional instruction for preschool children already exhibiting challenging behavior and the value of further research focused on preventing challenging behavior in young children.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Social Skills Improvement System Rating Scales
Grant or Contract Numbers: N/A