A Teacher-Consultation Approach to Social Skills Training for Pre-Kindergarten Children: Treatment Model and Short-Term Outcome Effects
Abstract
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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In the Pre-K RECAP model, a weekly, full-day in-classroom consultation for teachers on classroom-wide behaviour management alongside training for parents throughout the academic year was found effective in improving social skills and reducing problematic behaviours of children between the ages of four and five.
“Specifically, in the Pre-K Reaching Educators, Children, and Parents (RECAP) model, a weekly, full-day in-classroom consultation for teachers on classroom-wide behaviour management alongside training for parents throughout the academic year was found effective in improving social skills and reducing problematic behaviours (measured by the Child Behaviour Checklist) of children between the ages of”
From Recommended practices to organize and deliver school‐based services for children with disabilities: A scoping review (2019) · cites this paper as Han et al., 2005
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References 46 · Cited by 81
- Authors
- Han, S. S., Catron, T., Weiss, B., & Marciel, K. K.
- Affiliations
- Vanderbilt University (US)
- Corresponding author
- Han, Susan S.
- Venue
- Journal of Abnormal Child Psychology
- Published
- 2005-12
- Volume
- 33
- Issue
- 6
- Pages
- 681-693
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- OpenAlex
- W2051010891
- Cited by
- 81
- References
- 46
- Citations by year
- 2026: 4 · 2025: 2 · 2024: 9 · 2023: 4 · 2022: 6 · 2021: 3 · 2020: 2 · 2019: 5 · 2018: 6 · 2017: 1 · 2016: 5 · 2015: 2 · 2014: 3 · 2013: 6 · 2012: 1
- FWCI
- 15.96
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Research on Child and Adolescent Psychopathology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Vanderbilt University
- National Institutes of Health (5r01mh054237-04)
- National Institute of Mental Health (R01MH058275, R01-MH-58275, R01 MH 54237)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- social skills training, pre-kindergarten children, teacher consultation, classroom intervention, cognitive-behavioral skills training, internalizing problems, externalizing problems, teacher ratings, parent ratings, school-based mental health programs, early childhood intervention
- MeSH terms
- Child Behavior Disorders, Child, Preschool, Faculty, Female, Humans, Internal-External Control, Male, Parents, Poverty, Referral and Consultation, School Health Services, Social Behavior Disorders, Socialization, Time Factors, Program Evaluation, Cognitive Behavioral Therapy, Treatment Outcome, Early Intervention, Educational
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