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Cited by 143Early Childhood Education and DevelopmentBehavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional Development

Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms

McLeod, Bryce D., Sutherland, Kevin S., Martinez, Ruben G., Conroy, Maureen A., Snyder, Patricia A., Southam-Gerow, Michael A.·2017·Prevention Science
DOI 10.1007/s11121-016-0703-y
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Abstract

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core evidence-based practices within the early childhood literature, selection of instructional practices that foster positive social, emotional, and behavioral outcomes for children in early childhood settings can be difficult. The purpose of this paper is to report findings from a study designed to identify common practice elements found in comprehensive intervention models (i.e., manualized interventions that include a number of components) or discrete practices (i.e., a specific behavior or action) designed to target social, emotional, and behavioral learning of young children who exhibit problem behavior. We conducted a systematic review of early childhood classroom interventions that had been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 49 published articles were identified, and an iterative process was used to identify common practice elements. The practice elements were subsequently reviewed by experts in social-emotional and behavioral interventions for young children. Twenty-four practice elements were identified and classified into content (the goal or general principle that guides a practice element) and delivery (the way in which a teacher provides instruction to the child) categories. We discuss implications that the identification of these practice elements found in the early childhood literature has for efforts to implement models and practices.

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  • Empirically based educational strategies have been shown to be effective for enhancing learning in young children with social-emotional impairments.

    “Second, the treatment utilizes empirically based educational strategies that have been shown to be effective for enhancing learning in young children with social-emotional impairments.”

    From DINOSAUR: an integrated cognitive-behavioral treatment for anxiety in young children with ASD (2021) · cites this paper as [28]

  • Young children with ASD often have difficulty responding to social cues, become overfocused on specific objects or interests, display deficits in social imitation, experience difficulty adapting to new routines or expectations, and have short attention spans, immature executive functioning, and limited abstract reasoning.

    “Young children with ASD often have difficulty responding to social cues, become overfocused on specific objects or interests, display deficits in social imitation, experience difficulty adapting to new routines or expectations, and have short attention spans, immature executive functioning, and limited abstract reasoning [28, 37].”

    From DINOSAUR: an integrated cognitive-behavioral treatment for anxiety in young children with ASD (2021) · cites this paper as [28]

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Authors
McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A.
Affiliations
  • Virginia Commonwealth University (US)
  • University of Florida (US)
Corresponding author
McLeod, Bryce D.
ORCID
Venue
Prevention Science
Publisher
Springer Science and Business Media LLC
Published
2016-08-25
Volume
18
Issue
2
Pages
204-213
ISSN
  • 1389-4986 (ISSN-L)
  • 1573-6695
DOI
10.1007/s11121-016-0703-y
OpenAlex
W2517760930
Cited by
143
References
74
Citations by year
2026: 15 · 2025: 6 · 2024: 17 · 2023: 27 · 2022: 20 · 2021: 16 · 2020: 14 · 2019: 10 · 2018: 15 · 2017: 2 · 2016: 1
FWCI
3.66
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (unspecified)
Locations
  • Prevention Science (publishedVersion)
  • PubMed (publishedVersion)
Funders
Institute of Education Sciences (US) (R305A140487)
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-emotional learning, early childhood classrooms, behavioral problems, evidence-based practice, intervention model, young children, teacher instruction, implementation
MeSH terms
Social Learning, Child, Child Behavior, Emotions, Female, Health Promotion, Humans, Male

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