Expanding the Range of the First Step to Success Intervention: Tertiary-Level Support for Children, Teachers, and Families

Autor/inn/en	Frey, Andy J.; Small, Jason W.; Lee, Jon; Walker, Hill M.; Seeley, John R.; Feil, Edward G.; Golly, Annemeike
Titel	Expanding the Range of the First Step to Success Intervention: Tertiary-Level Support for Children, Teachers, and Families
Quelle	30 (2015), S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2014.05.002
Schlagwörter	Feasibility Studies; Quasiexperimental Design; Early Intervention; Program Implementation; Fidelity; Elementary School Students; Primary Education; Parents; Elementary School Teachers; Student Behavior; Behavior Problems; Behavior Modification; Program Effectiveness; Outcome Measures; Statistical Analysis; Validity; Program Length; Child Rearing; Stress Variables; Interpersonal Competence; Kentucky; Indiana; Parenting Stress Index; Social Skills Rating System + Suchen Sie Ihr Suchwort? Primarbereich; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Statistische Analyse; Gültigkeit; Kindererziehung; Interpersonale Kompetenz
Abstract	This study presents the findings of a quasi-experimental feasibility study examining the Tertiary First Step intervention, an enhanced version of the First Step to Success early intervention program. Tertiary FirstStep was developed to engage families more effectively and influence and improve parenting practices for children having challenging behavior. Process (fidelity, dosage, and social validity) and outcome data were collected for all participants in the Tertiary First Step condition (N = 33). Parent- and teacher-reported outcomes were collected for the comparison condition (N = 22). Process data suggest the intervention was implemented with fidelity, and that teachers, parents, and coaches perceived the intervention as socially valid. This study presents the first empirical examination of the Tertiary First Step variation. The outcomes provide compelling evidence that the Tertiary First Step intervention is promising for improving student outcomes on social-behavioral indices, decreasing problem behavior, and improving academic engaged time. [This article was published in "Early Childhood Research Quarterly," v30 Part A p1-11 2015.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01