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Promoting SocialBehavior of YoungChildren in GroupSettings:
A Summaryof Research
Glen Dunlap & Diane Powell August 2009
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www.challengingbehavior.org
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Te reproduction o this document is encouraged. Permission to copy is not required.Tis publication was produced by the echnical Assistance Center on Social Emotional Intervention or YoungChildren unded by the O ce o Special Education Programs, U. S. Department o Education (H326B070002).Te views expressed in this document do not necessarily represent the positions or policies o the Department o Education. No o cial endorsement by the U.S. Department o Education o any product, commodity, service orenterprise mentioned in this publication is intended or should be inerred.Suggested Citation:Dunlap, G., & Powell, D. (2009). Promoting Social Behavior o Young Children in Group Settings: A Summary o Research.
Roadmap to Eective Intervention Practices #3
. ampa, Florida: University o South Florida, echnical AssistanceCenter on Social Emotional Intervention or Young Children. www.challengingbehavior.org
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Roadmap to Eective Intervention Practices
Promoting Social Behavior of Young Children inGroup Settings:
A Summary of Research
Glen Dunlap and Diane Powell, August 2009
IntroductIon
Tis brie synthesis provides a summary o intervention prac-tices that are supported by empirical evidence or promotingadaptive social-emotional behavior o young children in groupcontexts (e.g., pre-K classrooms; child caresettings). Te ocus o the synthesis is ontoddlers and preschool children who areidentied as having disabilities or who are atrisk or disabilities, and who have identiedproblems with social-emotional behaviors.Te summary does not include practicesrelated to home or amily-ocused contexts,nor does it include multi-component curri-cula or intervention packages. Tese latterapproaches are described in a separateACSEI synthesis, “Evidence-based social-emotional curricula and intervention pack-ages or children 0-5 years and their ami-lies” (Powell & Dunlap, June, 2009).Te vast majority o evidence, and the strongest evidence,related to this topic are derived rom analyses using singlesubject experimental designs. Strength o evidence is consid-ered in terms outlined by Horner and colleagues (2005);however this summary does not categorize or rank interven-tion strategies on the basis o the number o studies or themagnitude o eects. Rather, strength o evidence is used asa more global index, and is reerred to in such terms when thepractices are described.Research-based practices are described in broad categorieso intervention strategies. Where the level o proceduralspecicity and the quantity o research permits, the catego-ries are divided into more specic types o interventions. Te practices described inthe synthesis include those that are explic-itly designed to increase the requency orimprove the quality o prosocial interac-tions, as well as those intended to improveemotional responding and reduce inappro-priate and challenging behaviors. A number o existing summaries andliterature reviews are available to describeintervention practices and the supportingevidence. For example, books edited by Brown, Odom, & McConnell (2008) andOdom, McConnell, & McEvoy (1992) and,in particular, the recent chapter by Brown,Odom, McConnell, and Rathel (2008) are summary resourcesthat were instrumental in constructing this synthesis. Atthe end o the synthesis, we provide a reerence section thatdenotes these reviews with asterisks, and we urge readers toaccess them directly. Te specic citations we provide orintervention practices are examples and are not intended to bea comprehensive listing o supportive evidence.
Tis document is part o the
Roadmap to Eective Intervention Practices
series o syntheses, intendedto provide summaries o existing evidence related to assessment and intervention or social-emotionalchallenges o young children. Te purpose o the syntheses is to oer consumers (proessionals, otherpractitioners, administrators, amilies, etc.) practical inormation in a useul, concise ormat and toprovide reerences to more complete descriptions o validated assessment and intervention practices.Te syntheses are produced and disseminated by the Oce o Special Education Programs (OSEP)echnical Assistance Center on Social Emotional Intervention or Young Children (ACSEI).
Te practices described in the synthesis include those that are explicitly designed to increase the requency or improve the quality o prosocial interactions, as well as those intended to improve emotional responding and reduce inappropriate and challenging behaviors.
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