Evaluating the effectiveness of an evidence-based teacher training program promoting behavior management and social competence in at-risk preschool children
Authors:   , Aggarwal Richa , Daly Brian P. 
Published: July 2021

Background and Objectives: Without early intervention, emotional, social, and behavioral problems in young children can lead to academic problems, unhealthy relationships, school drop-out, and antisocial behavior (Conroy & Brown, 2004). Implementing evidence-based intervention programs for teachers and children at the preschool or early school-age level, especially in at-risk populations, is a promising method of interrupting this progression from early conduct problems to later delinquency and academic failure (Weist, Evans, & Lever, 2003). Few studies have examined whether specific risk factors attenuate the effectiveness of such programs. More specifically, the extent to which negative life events potentially influence the effectiveness of a teacher-training program is still poorly understood. Therefore, the goals of the current study were: 1) to examine changes in behavior problems and socio-emotional competency in preschool children participating in an evidence-based teacher training intervention as compared to children in a control group (per parent and teacher pre- and post- test reports); 2) to compare changes in the behavior (academically engaged, respectful, disruptive) of preschool children participating in an evidence-based teacher training intervention as compared to children in a control group over a course of 15 weeks (per independent observation ratings); and, 3) to investigate the potential moderating impact of the number of negative life events on the treatment outcome of preschool children who participate in an evidence-based teacher training intervention. Participants and Methods: Two teachers and 20 children ages 3-5 years participated in a quasi-experimentally designed evidence-based intervention for 15 weeks. Two teachers and 20 age-matched students served as the control group. Parents rated the number and severity of negative life events in their child's life prior to beginning the program. Behavioral and social-emotional problems in children were also examined pre- and post- treatment by parent and teacher ratings. Finally, independent observers rated children's behavior before and after the intervention. Data were analyzed to examine differences in child behavior problems and levels of social and emotional competency based on participating in the intervention, as well as moderating treatment outcomes as a function of negative life events. Results: Overall, findings from parent, teacher, and independent observation reports did not reveal significant differences between the treatment and control groups in pre- and post-test measures of behavior problems and/or social and emotional competence. In addition, negative life events experienced by children in their own life or by their parents did not significantly moderate the treatment outcome of children participating in the intervention. Implications of findings and limitations of the present study are further discussed. Conclusions and Future Directions: Results from this study suggest that the Incredible Years teacher-training intervention was not effective with this sample from a statistical standpoint; however, methodological concerns warrant caution regarding any conclusions. Future studies should incorporate a pre-screening process to specifically include children who are having more significant behavioral and social issues at baseline and can better demonstrate the effectiveness of participating in the intervention. In addition, enrolling larger sample sizes and seeking to lower attrition rates will allow for improved investigations of risk factors that may contribute to the mechanisms through which teacher-training interventions promote positive changes in children's behavior and social competency.