Early Intervention for Children With Behavior Problems in Summer Settings: Results From a Pilot Evaluation in Head Start Preschools

• Published in: Journal of early intervention 2016-06, Vol.38 (2), p.92-117
• Main Authors: Hart, Katie C., Graziano, Paulo A., Kent, Kristine M., Kuriyan, Aparajita, Garcia, Alexis, Rodriguez, Madison, Pelham, William E.
• Format: Article
• Language: English
• Subjects: Academic readiness; Attention Deficit Hyperactivity Disorder; Behavior; Behavior Problems; Child Behavior; Children & youth; Counselor Attitudes; Disadvantaged Youth; Early Intervention; Educational vouchers; Emotional Development; Eyberg Child Behavior Inventory; Families & family life; Funding; Grants; Head Start project; Intelligence Tests; Kindergarten; Likert Scales; Low income groups; Mann Whitney U Test; Measures (Individuals); Nonparametric Statistics; Parent Attitudes; Parent Participation; Parent Teacher Cooperation; Peabody Picture Vocabulary Test; Preschool Children; Preschool Education; Preschool Teachers; Program Evaluation; Rating Scales; Referral; Regression (Statistics); Risk factors; School Readiness; Social Development; Statistical Analysis; Student Teacher Relationship Scale; Studies; Success; Summer Programs; Teacher Attitudes; Teacher Student Relationship; Thinking Skills; United States (Southeast); Verbal Ability; Vocabulary; Workshops; Young Children
• ISSN: 1053-8151; 2154-3992
• DOI: 10.1177/1053815116645923

The objective of this study was to evaluate two early intervention packages to promote successful transitions to kindergarten for preschoolers with behavior problems recruited from Head Start preschools. Fifty children (Mage = 61 months; 76% male; 98% minority) referred by teachers due to early externalizing behavior problems were randomly assigned to one of the two groups. Group 1 (high intensity; HI) received a 4-week intensive summer program before the start of kindergarten, weekly parent workshops, and monthly school consultation and parent workshops throughout kindergarten. Group 2 (low intensity; LI) received only parent workshops. Program feasibility, child improvement, and parental satisfaction data were collected along with parent and teacher reports and measures of school readiness. Children in the HI group demonstrated fewer problem behaviors and less student–teacher conflict as reported by teachers. Early intensive summer interventions prior to kindergarten were found to be a promising avenue to promote successful transitions to school for children from Head Start preschools with behavior problems.