Implementing a primary prevention social skills intervention in urban preschools: Factors associated with quality and fidelity

Author(s): Wenz-Gross, Melodie; Upshur, Carole C.;
Date Issued: July, 2012
Description: A study of the relationship between implementation fidelity of an adapted Second Step curriculum to increase children's social skills and decrease behavior problems in preschool classrooms, and teacher burnout, teacher satisfaction, quality of teacher-child interaction, rate of participation in curricular training, teacher self-efficacy in implementing the curriculum, as well classroom characteristics that include age of children, number of children with developmental delays, number of children with behavioral issues, and classroom climate, based on data from 8 classrooms with 15 teachers in 2 child care centers in a New England city with the capacity to serve 128 children
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Funder(s): National Institute of Mental Health (U.S.)
Journal Title: Early Education and Development
Volume Number: 23
Issue Number: 4
Page Range: 427-450
Topics: Child Care & Early Education Quality

Child Care & Early Education Provider Workforce > Training, Mentoring, & Apprenticeships

Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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