ERIC Number: ED410728
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Social Competence for Young Children: An Outreach Project for Inservice Training.
Wood, Mary M.
This final report discusses the outcomes of an outreach project based on the validated Developmental Therapy-Teaching model that emphasizes teaching skills which foster a child's social-emotional-behavioral competence. The project assisted early childhood and local child care programs in replicating components of the model in inclusive or pull-out settings for children (birth through 8) with social-emotional-behavioral disabilities and their families. Project evaluation data indicate that 731 participants at 13 program locations received inservice assistance in implementing the model in inclusive early childhood settings. Of these, 7 sites with 281 participants requested in-depth assistance to become replication sites. Post-training focus groups revealed that these participants acquired an expanded understanding of using a developmental framework for planning activities to meet individual needs of children. Their responses also indicated increased awareness of children's unique social-emotional-behavioral needs. In post-training observations of 65 participants working directly with children at 8 sites, 81 percent demonstrated "effective" or better performance skills. Data also show that a sample of 28 children at 3 sites made statistically significant improvement in social-emotional-behavioral development during a 6-month period while their teachers participated in inservice training. Summaries of the follow-up questionnaire and of focus group responses are attached. (Author/CR)
Descriptors: Behavior Disorders, Early Childhood Education, Educational Strategies, Emotional Disturbances, Focus Groups, Inclusive Schools, Inservice Teacher Education, Interpersonal Communication, Interpersonal Competence, Mainstreaming, Models, Program Evaluation, Questionnaires, Social Development, Young Children
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Georgia Univ., Athens.