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Assessing SEP Efficacy at the Individual Level: A Multiple Baseline Evaluation of Changes in Observed Classroom Behaviors

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Social-Emotional Prevention Programs for Preschool Children's Behavior Problems

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Abstract

This chapter addresses SEP efficacy at the individual level of intervention. Using a multiple baseline design, data on observed classroom behaviors are reported for compliance to rules, frustration tolerance, prosocial behaviors, and cooperative play. Outcomes for 3 high-risk children based on social and emotional competence screening, as well as externalizing problems assessment are presented in the current study. The results suggest that the same intervention strategies which proved effective for clinically referred children are also associated with increased social-emotional competencies and decreased levels of externalizing problems. However, unlike individualized interventions in clinical settings, changes in observed classroom behaviors are more likely to occur as a result of additive and interactive effects between different intervention strategies, or as a result of enhancing age-related developmental processes.

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  1. Babeș-Bolyai University, Cluj-Napoca, Cluj, Romania

    Catrinel Alice Ştefan

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Ştefan, C.A. (2018). Assessing SEP Efficacy at the Individual Level: A Multiple Baseline Evaluation of Changes in Observed Classroom Behaviors. In: Social-Emotional Prevention Programs for Preschool Children's Behavior Problems. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74751-4_5

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