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.

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