A Meta-Analytic Review of Social Problem-Solving Interventions in Preschool Settings

Autor/inn/en	Barnes, Tia Navelene; Wang, Feihong; O'Brien, Kristen Merrill
Titel	A Meta-Analytic Review of Social Problem-Solving Interventions in Preschool Settings
Quelle	In: Infant and Child Development, 27 (2018) 5, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Tia Navelene) ORCID (Wang, Feihong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2095
Schlagwörter	Early Intervention; Child Behavior; Social Development; Behavior Problems; Problem Solving; Preschool Children; Preschool Education; Behavior Modification; Program Effectiveness; Interpersonal Competence + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Problemlösen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Behaviour modification; Verhaltensänderung; Interpersonale Kompetenz
Abstract	Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School-based SPS programming has been shown to prevent and remediate externalizing behaviours for older children, but a summary of its effectiveness for preschoolers in early childhood settings is unavailable. The purpose of the current meta-analytic review was to (a) provide a summary of the characteristics of current SPS instruction in preschool settings and (b) examine the effectiveness of interventions that include an SPS component in decreasing externalizing behaviours and increasing social competence among preschoolers. Using meta-analytic review, we present common characteristics of preschool interventions that include SPS and provide evidence for the efficacy of these interventions in reducing externalizing behaviours and increasing social competence in preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01