Degree Name
Specialist in School Psychology
Semester of Degree Completion
2014
Thesis Director
Assege HaileMariam
Abstract
Direct instruction and parent consultation interventions for promoting social-emotional competence of preschool and kindergarten children were compared. Thirty-six Parent/child dyads were randomly assigned to a direct instruction (children receive intervention from the researcher), parent consultation (coaching from the researcher), or control group. Teachers and Parents were both asked to complete the Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2) before and after the seven week intervention to measure changes in social-skills and problem behaviors. Two-way mixed-factorial ANOVA was conducted to compare changes in social skills from before to after the intervention across conditions. A significant interaction of time of evaluation and condition on overall social skills as measured by the teacher-rated PKBS-2 was not found. An analysis of parent responses on the PKBS-2 and Parent Questionnaire could not be conducted because of limited parent data.
Recommended Citation
Stinson, Michael, "Comparison of Direct Instruction and Parent Consultation for Promoting Social-Emotional Competence in Preschool and Kindergarten Children" (2014). Masters Theses. 1269.
https://thekeep.eiu.edu/theses/1269
