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Author ORCID Identifier

https://orcid.org/0000-0001-7629-1578

AccessType

Open Access Dissertation

Document Type

dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Program

School Psychology

Year Degree Awarded

2020

Month Degree Awarded

May

First Advisor

Sara Whitcomb

Second Advisor

Sarah Fefer

Third Advisor

Elizabeth Harvey

Subject Categories

School Psychology

Abstract

Traditionally, school-based preventative frameworks have been implemented in isolation with little consideration of alignment and integration of practices throughout the school day. The present study aims to address this gap by increasing school psychologists’ preventative involvement with consultation in early childhood school settings. Using an integrated approach through a multiple baseline design, four Head Start teachers were trained in classroom management practices, to increase opportunities throughout the day for teaching, prompting, and reinforcing key skills taught through the Second Step social emotional learning curriculum. Findings suggest that a brief professional development session (1-hour) followed by weekly performance feedback (15 minutes) quickly, and effectively, increased teacher use of aligning classroom management strategies with weekly Second Step lessons (ES = .94, p-value =

DOI

https://doi.org/10.7275/17325355

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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