Session: Implementation of School-Based Social-Emotional Interventions in Early Childhood (Society for Prevention Research 25th Annual Meeting)

Session Introduction: Early childhood is an ideal time to provide social-emotional interventions to preschoolers and early elementary students. Effective programs also exist that teach skills directly to young children and enhance teachers’ interactions with students. However, there are challenges related to implementation of high quality curricula in early care and education settings and important unanswered questions about training early childhood teachers and other school staff to deliver programs with fidelity. This presentation brings together researchers examining different approaches to professional development (coaching, online learning, and collaboration with mental health clinicians) within the context of large-scale randomized controlled trials to address some of these questions.

The first paper, “Technology-Assisted Implementation of the REDI Preschool Program in Child-care Centers”, describes two innovations that support scaling of an effective program within Head Start: 1) online learning using a technology-assisted platform from a nationally-accessible outreach service that provides child development course credits, and 2) training center directors to serve as local coaches to teachers delivering the program. Data will be provided on professional development participation, coaching utilization, and curriculum delivery to children.

The second paper, “Coaching Utilization and Implementation Fidelity for Self-Regulation Interventions in Low-Income Preschool Classrooms” describes the concurrent implementation of two evidence-based Incredible Years programs (student curriculum and teacher classroom management training). Data are reported on types of coaching utilized by pre-k teachers and the quality of curriculum delivery. Training and coaching participation are examined in relation to program fidelity.

The third paper, “Feasibility, Acceptability, and Fidelity of a Small Group Social-Emotional Learning Program Adapted for Delivery in Schools” reports on the adaptation of another Incredible Years intervention program for high-risk early elementary students. Data are presented on the feasibility, acceptability, and fidelity of the adapted program, which includes modifications in the group format, supplemental skill reinforcement activities, and conjoint program delivery by mental health clinicians and school counselors.

Following presentation of the three papers, our discussant will address how each of these approaches may support implementation of social-emotional programs and will facilitate discussion around coaching methods and fidelity supports as well as issues related to program adaptation that may enhance scalability.