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A Teacher-Consultation Approach to Social Skills Training for Pre-Kindergarten Children: Treatment Model and Short-Term Outcome Effects

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Abstract

This study evaluated the post-treatment outcome effects of a classroom-based social skills program for pre-kindergarten children, using a teacher-consultation model. The pre-K RECAP (Reaching Educators, Children, and Parents) program is a semi-structured, cognitive-behavioral skills training program that provides teachers with in-classroom consultation on program implementation and classroom-wide behavior management. Data on children's social skills and behavior problems were collected from parents and teachers at pre- and post-treatment, for 149 children aged 4–5 years (of whom 56% were girls). Significant treatment effects were found for teacher but not parent reports, with treatment group children improving significantly more than comparison group children in their teacher-rated social skills and internalizing and externalizing problems. These results provide some preliminary support for the efficacy of the program on children's social skills and behavior problems, and for a teacher-consultation model for training teachers to implement school-based mental health programs.

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Authors and Affiliations

  1. Institute for Public Policy Studies, Vanderbilt University, USA

    Susan S. Han & Kristen K. Marciel

  2. Department of Psychiatry, Vanderbilt University, USA

    Thomas Catron

  3. Department of Psychology and Human Development, Vanderbilt University, USA

    Bahr Weiss

  4. Currently at Department of Clinical and Health Psychology, University of Florida, Florida

    Kristen K. Marciel

  5. Vanderbilt Institute for Public Policy Studies, 1207 18th Avenue South, Nashville, Tennessee, 37212

    Susan S. Han

Authors
  1. Susan S. Han
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  2. Thomas Catron
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  3. Bahr Weiss
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  4. Kristen K. Marciel
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Correspondence to Susan S. Han.

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Han, S.S., Catron, T., Weiss, B. et al. A Teacher-Consultation Approach to Social Skills Training for Pre-Kindergarten Children: Treatment Model and Short-Term Outcome Effects. J Abnorm Child Psychol 33, 681–693 (2005). https://doi.org/10.1007/s10802-005-7647-1

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  • DOI: https://doi.org/10.1007/s10802-005-7647-1

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