Examining teacher approaches to implementation of a classwide SEL program.

Scale-up of universal social-emotional learning (SEL) programs has become a priority in schools to promote positive social outcomes for all students. Although studies have examined student outcomes associated with school-based SEL when extensive training and support are provided, research on teacher SEL implementation practices under typical conditions has received far less attention. As such, this study examined the first-year universal SEL implementation practices of 41 teachers across 13 schools in three states. School personnel made all decisions regarding approaches to training, support, and program implementation of a manualized program delivered at the classroom level to first- and second-grade students. Within this authentic context for implementation, variability was observed in selection of skills units, number of lessons taught, and adherence to lesson activities and scripts. Coding of teacher anecdotal reports revealed that perceived student needs, classroom context demands, and school-level factors informed teachers' implementation of the program. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Predicting school readiness program implementation in community-based childcare centers.

Introduction: Targeted curricular interventions can increase preschool program quality and boost children's academic and social-emotional readiness skills, but variable funding and weak organizational infrastructure in many community-based childcare centers may reduce the effective implementation of these programs. Method: This study examined individual teacher and workplace predictors of the REDI program implementation, a targeted school readiness program that was adapted to support delivery in childcare centers. REDI was delivered by 63 teachers in 37 community-based childcare centers with center directors serving as local implementation coaches. Results: Results showed that individual teacher factors (e.g., teaching skills and receptivity to intervention consultation) predicted the quality with which REDI activities and teaching strategies were delivered, and workplace factors were important predictors across multiple implementation indicators. Discussion: Practice and policy implications for improving intervention implementation and corresponding program quality in childcare centers are highlighted.

Implementing a School Readiness Intervention in Community-based Childcare Centers: Director and Teacher Perceptions.

In the U.S., one-third of preschool children attend programs run by childcare centers. Childcare centers are generally isolated and under-resourced businesses, often challenged by high rates of teacher turnover and inconsistent financial support. Correspondingly, childcare centers often struggle to provide high-quality educational experiences for preschool children. This study introduced an evidence-based curriculum (REDI) to improve the educational experiences of preschool children in childcare centers and used a novel professional development (PD) model in which center directors were trained to serve as local coaches. Open-ended interviews with 45 teachers and 31 center directors evaluated the acceptability, feasibility, and effectiveness of the REDI intervention and coaching model. Participants also described their workplace and rated their intentions regarding future program use. Participants described multiple challenges in the workplace but generally positive perceptions of the REDI intervention. Perceptions regarding the feasibility of the coaching model were mixed. Workplace descriptions were associated with intervention experiences which, in turn, predicted intentions for future program use. Findings validate the importance of addressing the unique workplace challenges faced by childcare staff when designing classroom interventions and PD supports. Attending to program acceptability, feasibility, and perceived effectiveness in these settings may be critical to support sustained use.

At what cost? Examining the cost effectiveness of a universal social-emotional learning program.

Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Specifically, we compared the cost-effectiveness of SSIS-CIP implementation across first- and second-grade classrooms, and results indicated that second grade is the more cost-effective option for implementing the SSIS-CIP. Several considerations are discussed regarding cost-effectiveness analysis of universal SEL programs as well as the importance of using CEA results to inform programming decisions. (PsycINFO Database Record

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning.

RESEARCH FINDINGS: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (Total N = 164; 14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate inter-rater reliability. When examined longitudinally, preschool teacher-rated approaches to learning made unique contributions to the prediction of kindergarten and first grade academic outcomes, need for supplemental services, and grade retention, even after accounting for preschool academic skills. In contrast, preschool teacher-rated social-emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and first grade. PRACTICE IMPLICATIONS: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social-emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.

Enrolling Family Participants in a Statewide Implementation Trial of an Evidence-Based Treatment.

BACKGROUND: Community-based research with families is subject to unique challenges in recruiting and enrolling participants, particularly when researchers do not have face-to-face contact with participants. OBJECTIVES: To identify strategies that overcome challenges associated with the recruitment and enrollment of family participants from community behavioral health settings into a research study. METHODS: We used a case study design to describe lessons learned during the recruitment and enrollment phases of a large-scale study of the implementation of an evidence-based treatment (EBT) across the Commonwealth of Pennsylvania. LESSONS LEARNED: Key lessons identified include the early involvement of stakeholders, engaging clinicians in the research process, establishing a research-community relationship, and using a flexible, ongoing recruitment approach. CONCLUSIONS: In large-scale community-based research, engagement, recruitment, and enrollment strategies are particularly crucial. The strategies included in this paper are relevant to multiple disciplines involving community-based research.