Poster #216 - The Mediating Roles of Social-Emotional Instruction and Classroom Climate on Preschool Self-Regulation Outcomes

• In Event: 3-053 - Poster Session 10
  In Poster Session: PS 10 Section - Social, Emotional, Personality

Integrative Statement

Self-regulation plays a foundational role in promoting wellbeing across the lifespan, including physical, emotional, social, educational, and economic health and achievement (Moffitt et al., 2011; Woodward, Lu, Morris, & Healey, 2017). Moreover, there is considerable evidence that self-regulation is malleable, making it a meaningful target for intervention (McClelland et al., 2018). Early childhood brings a key opportunity for focused skill-building, as neurodevelopmental readiness supports rapid growth in executive functions, selective attention, cognitive flexibility, perspective-taking, and language (Rueda, Posner, & Rothbart, 2004).
A review of interventions suggests two key approaches to proactively foster preschool self-regulation: (1) direct instruction and practice of self-regulation skills and (2) promotion of a supportive, responsive, manageable environment (Murray, Rosanbalm, & Christopoulos, 2016). With funding from the Institute of Education Sciences, the current study evaluated the synergistic effects of interventions combining these two approaches to bring child regulatory skills and classroom demands/supports into alignment. Direct skills instruction was provided using the Incredible Years Classroom Dinosaur Curriculum (Webster-Stratton, 2013), and classroom climate/co-regulation support was addressed through the Incredible Years Teacher Classroom Management Program (Webster-Stratton, 2014). Using a 120-classroom cluster-randomized design with a low-income population, preschool teachers and assistants in the intervention group received spaced training and classroom-based coaching on these interventions across a school year. Wait-listed comparison classrooms continued services as usual.
Teacher-level implementation was evaluated using an observer-rated fidelity assessment for Classroom Dinosaur Curriculum delivery and pre/post observation of classroom climate (Preschool Climate of Healthy Interactions for Learning and Development, Gilliam & Reyes, 2016). Child outcomes were assessed for two key components of self-regulation: executive functioning and social-emotional competence. Executive functioning was assessed directly using subscales from the Blair-Willoughby Executive Function battery (Willoughby & Blair, 2011) and rated by teachers using the BRIEF-P (Isquith, Crawford, Espy, & Gioia, 2005). Direct measures of social-emotional competence included Denham’s Affect Knowledge Test (1986) and Challenging Situations Task (2013). Teachers also completed the Social Competence and Behavior Evaluation (SCBE-30: LaFreniere & Dumas, 1996).
In addition to presenting child outcomes from the RCT after one year of intervention, we will explore our theory of change (see attached figure) by analyzing the mediating effects of teacher implementation of each program. Specifically, we will look at the role of faithful social-emotional instruction based on observer fidelity ratings for the Classroom Dinosaur Curriculum. In the same model, we will explore the role of effective Teacher Classroom Management implementation as assessed by observer ratings on the Preschool Climate of Healthy Interactions for Learning and Development. Through these analyses, we will explore the active ingredients in promoting self-regulation development in low-income preschool children, and will consider the practice and policy implications for laying strong foundations for success in kindergarten and beyond.

Authors

• Katie Rosanbalm, Duke University
  Presenting Author

• Christina Christopoulos, Duke University
  Non-Presenting Author