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Targeting Classrooms' Emotional Climate and Preschoolers' Socioemotional Adjustment: Implementation of the Chicago School Readiness Project
Open accessAbstract
Children living in low-income families are more likely to experience less self-regulation, greater behavior problems, and lower academic achievement than higher income children. To help prevent children's later socioemotional and academic difficulties, the Chicago School Readiness Project (CSRP) team implemented a clustered, randomized controlled trial (RCT) in early childhood programs with Head Start funding. Head Start sites were randomly assigned to receive CSRP services, which were offered as part of a multicomponent, classroom-based mental health intervention. Here, we provide an overview of the CSRP model, its components, and a descriptive portrait of its implementation. In so doing, we address various aspects of the implementation of three of its components: (1) the training of teachers, (2) MHCs' coaching of teachers, and (3) teachers' behavior management of children. We conclude with a discussion of factors potentially related to the implementation of CSRP and directions for future research.
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A multi-level service model, in combination with teacher training, has been shown to be effective in improving teachers' management of young children through a gradual increase in intervention intensity.
“A multi-level service model, in combination with other principles such as teacher training (via workshops) individually or in groups, has been shown to be effective in improving teachers' management of young children through a gradual increase in the intensity of the interventions (Li-Grining, Raver, Jones-Lewis, Madison-Boyd, & Lennon, 2014).”
From Recommended practices to organize and deliver school‐based services for children with disabilities: A scoping review (2019) · cites this paper as Li-Grining, Raver, Jones-Lewis, Madison-Boyd, & Lennon, 2014
The Overview of the CSRP Model (Overarching Conceptual Framework and Components of the CSRP Model; pages unavailable) describes a multi-tiered program combining teacher training with coaching and later direct services for children. Descriptive Data on the Implementation of CSRP reports that teachers were rated somewhat to very successful in using the behavior-management techniques, but it does not show that a gradual increase in intervention intensity improved their management of children. (LLM, conf=0.84)
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Cites
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01561.x · Cited by 754
Self-citationRaver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Metzger, M. W., & Solomon, B. (2009) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0015302 · Cited by 325
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Cited by
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Anaby, D. R., Campbell, W. N., Missiuna, C., Shaw, S. R., Bennett, S., Khan, S., Tremblay, S., Kalubi‐Lukusa, J., Camden, C., & GOLDs (Group for Optimizing Leadership and Delivering Services) (2019) · Child: Care, Health and Development · doi:10.1111/cch.12621 · Cited by 83
Metadata
- Authors
- Li-Grining, C. P., Raver, C. C., Jones-Lewis, D., Madison-Boyd, S., & Lennon, J.
- Affiliations
- Loyola University Chicago (US)
- New York University (US)
- City of Chicago (US)
- DePaul University (US)
- Corresponding author
- Li-Grining, Christine P.
- Venue
- Journal of Prevention & Intervention in the Community
- Publisher
- Informa UK Limited
- Published
- 2014-10-02
- Volume
- 42
- Issue
- 4
- Pages
- 264-281
- ISSN
- 0270-3114 (ISSN-L)
- 1085-2352
- 1540-7330
- PMC
- PMC4670024
- OpenAlex
- W2010627047
- Cited by
- 18
- References
- 3
- Citations by year
- 2025: 2 · 2023: 2 · 2022: 10 · 2021: 1 · 2019: 1 · 2018: 1 · 2016: 1
- FWCI
- 1.59
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Prevention & Intervention in the Community (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- We gratefully acknowledge the support of the National Institute of Child Health and Human Development (R01 HD046160-01) and of the McCormick Tribune Foundation. This research was also supported by a postdoctoral fellowship awarded to the first author from the American Psychological Association Minority Fellowship Program.
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Keywords
- classroom emotional climate, preschool children, social-emotional adjustment, early childhood mental health, Head Start, teacher professional development, teacher coaching, behavior management, low-income children, implementation, multicomponent intervention, self-regulation, academic performance
- MeSH terms
- Adaptation, Psychological, Chicago, Child, Preschool, Emotions, Environment, Female, Humans, Inservice Training, Male, Mental Health Services, Socioeconomic Factors, Stress, Psychological, Early Intervention, Educational
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