Head Start Classroom-based Approaches and Resources for Emotion and Social Skill Promotion (Head Start CARES)
Abstract
The purpose of this study was to deepen the evidence base for interventions that support the social-emotional skills that underlie children's engagement and attention to learning tasks by schools (learning behaviors) and their social interactions with teachers and peers (social behaviors). The study tested three theoretically-distinct approaches to enhancing children's social-emotional development, along with a comprehensive coaching and training model, on a large scale within the Head Start system.
Conditions: Teacher Practice, Child Social-Emotional Development.
Primary outcome: Classroom Climate: Classroom Assessment Scoring System (CLASS); Teacher Practice: Adapted Teaching Style Rating Scale (TSRS); Executive Function: Head-to-Toes; Executive Function: Pencil Tap; Social Problem-Solving: Challenging Situations Task; Emotion Knowledge: Emotion Situations and Identification Tasks; Pre-Academic Skills: Academic Rating Scale; Pre-Academic Skills: Expressive One-Word Picture Vocabulary Test; Pre-Academic Skills: Woodcock-Johnson III; Behavior Regulation: Behavior Problems Index; Social Behaviors: Social Social Skills Rating Scale; Social Behaviors: Cooper-Farran Behavioral Rating Scale- Interpersonal Skills; Learning Behaviors: Cooper-Farran Behavioral Rating Scale- Work-Related Skills.
Enrollment: 2670 participants.
How strong is the evidence?
Evidence Hub reads this as a clinical trial, done in people. Its evidence level is 3 of 5 (Moderate · trial / cohort / secondary analysis). Trials without a large randomized design, cohorts and secondary analyses give moderate evidence. Reported size: 2,670 participants or records.
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