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A teacher-consultation approach to social skills training for pre-kindergarten children: treatment model and short-term outcome effects.

Han SS, Catron T, Weiss B, Marciel KK

Institute for Public Policy Studies, Vanderbilt University, 1207 18th Avenue South, Nashville, TN 37212, USA. susan.han@vanderbilt.edu

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.

Published 5 December 2005 in J Abnorm Child Psychol, 33(6): 681-93.
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