Efficacy of the Fast Track Friendship Group Program for Peer-rejected Children: A Randomized-Controlled Trial.

OBJECTIVE: To evaluate the benefits of the Fast Track Friendship Group program implemented as a stand-alone school-based intervention on the social cognitions, social behavior, peer and teacher relationships of peer-rejected students. METHOD: Over four successive years, 224 peer-rejected elementary students (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; grades 1-4; Mage = 8.1 years old) were identified using peer sociometric nominations and randomly assigned to the intervention (n = 110) or a treatment-as-usual control group (n = 114). Four school districts serving economically-disadvantaged urban and rural communities participated. Intervention involved weekly small group social skills training with classmate partners, with sessions tailored to address individual child needs. Consultation meetings held at the start and mid-point of intervention were designed to help teachers and parents support the generalization of targeted skills. RESULTS: Multi-level linear models, with children nested within schools (controlling for demographics and baseline scores) documented improvements in social-cognitive skills (direct assessments of emotion recognition and competent social problem-solving), social behavior (teacher ratings of social skills and externalizing behavior), and interpersonal relationships (peer sociometric nominations of peer acceptance and friendships, teacher-rated student-teacher closeness). Significant effects were generally small (ds = .19-.36) but consistent across child sex, grade level, and behavioral characteristics. CONCLUSIONS: The intervention proved feasible for high-fidelity implementation in school settings and produced significant improvements in the social adjustment of peer-rejected children, validating the approach as a school-based Tier 2 intervention.

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning.

RESEARCH FINDINGS: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (Total N = 164; 14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate inter-rater reliability. When examined longitudinally, preschool teacher-rated approaches to learning made unique contributions to the prediction of kindergarten and first grade academic outcomes, need for supplemental services, and grade retention, even after accounting for preschool academic skills. In contrast, preschool teacher-rated social-emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and first grade. PRACTICE IMPLICATIONS: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social-emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.

Technology-assisted Interventions for Parents of Young Children: Emerging Practices, Current Research, and Future Directions.

Technology can potentially expand the reach and cut the costs of providing effective, evidence-based interventions. This paper reviews existing publications that describe the application and evaluation of technology-assisted interventions for parents of young children. A broad review of the early childhood literature revealed 48 studies describing technology-assisted parent education and interventions. Across these studies, multiple forms of technology were used, including web-based platforms, discussion forums, mobile devices, and video conferencing. Results are described moving from feasibility and acceptability of technology-based delivery systems to more rigorous evaluations examining their impact on parent and child outcomes. Potential exists for technology to deliver interventions to parents. Limitations are discussed including differential acceptability and elevated attrition associated with internet-only intervention delivery.