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Enhancing Emotional Competence in Head Start Children: Impact on Behavior

This study investigates the effects of an Emotion-based Prevention (EBP) program on emotional competence in Head Start children aged 3-5. It explores how emotional knowledge and regulation influence adaptive and maladaptive behaviors. Utilizing a quasi-experimental design across urban and rural Head Start communities, the research demonstrates that EBP significantly enhances emotional knowledge and regulation while positively affecting behavioral outcomes. Factors such as teacher fidelity and parental involvement were found to moderate these effects, indicating the importance of comprehensive support in early childhood emotional development.

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Enhancing Emotional Competence in Head Start Children: Impact on Behavior

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  1. ECED 585 Presented by Keira Xiao YangAccelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behaviorIzard, C., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J. P., Krauthamer- Ewing, E. S., & Finlon, K. J. (2008). Background Emotional knowledge and regulation related positively to both social and academic competence influenced adversely by socioeconomic status but not ethnicity Social-Emotional development in low-income families Emotion-based prevention program （EBP） Emotions Course (EC) Teachers fidelity checks + consultations meeting Parents meeting and weekly messages from teachers Purpose of this study : 1. Assess the effect of EBP 2. Search for causal processes in behavior change

  2. Research Paradigm • Quantitative • Quasi-Experimental • Cluster randomized design • Participants3-5 years old; Head Start children; diverse ethnics; • ProceduresTeachers training; 20-week intervention; Pre & Postassessment; statistics analysis • Study 1rural area; 9 treatment groups (EBP) VS 7 control groups (Head Start) Study 2 urban area; 15 treatment groups (EBP) VS 11 control groups ( ICPS) • Measures Children measures (PPVT-III, EMT, GATSB); Teacher measures (ERC, EERS, C-TRF, PCQ; ASBI); Research assistant independent observation. (Cronbach’s alpha values were generally bigger than 0.7) • Statistical methods Correlation + Hierarchical liner modeling (Regression)

  3. Key findings • Hypothesis 1EBP would increase emotional knowledge • Hypothesis 2EBP would increase emotional regulation • Hypothesis 3EBP would increase adaptive behavior and decrease maladaptive behavior • Teacher fidelity, parent participant, child age, and child gender may moderate the effects of EBP Results • Compared to a control condition (HS or ICPS), EBP increased emotional knowledge and emotional regulation. • EBP also had favorable effects on behavioral outcomes; however, the effects of EBP on adaptive behavior changes must be considered tentative. • Better teaching EBP experience and teacher fidelity resulted in better gains. • Better parents involvement resulted in higher rating in emotion regulation (study 2). • Child age workedas possible moderator for social competence. • Child gender was not a significant moderator of any outcome. • Causal processes in the EBP intervention were also addressed.

  4. Research strengths and weaknesses Strengths Weaknesses The results were inconclusive as to whether the finds regarding a lack of positive outcomes reflected Weakness in the EBP (developmentally appropriate; language; low parents involvement) Measurement problem (the choice of measurements) Design fault (pretest differences occurred; different measures across the two studies; Cluster randomized design) Program evaluation study might be done by program developer. • EBP effect sizes fell into the medium to large range • Study 1 used an independent observer measure in data collection. • Studied not only the program effectiveness but also some moderate factors and the causal processes • Study 2 uniquely compared EBP with an empirically supported intervention (ICPS) • Many inspirations for further studies

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