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Effects of an indicated prevention program for preschoolers: a single-subject design approach

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Abstract

This study intended to assess the effectiveness of a mutifocused indicated prevention program implemented in a community setting. The study was conducted on three (n = 3) preschool children with low levels of social–emotional competencies and high rates of externalizing problems. Using a multiple baseline design, observational data were gathered for four classroom behaviors: compliance to rules, frustration tolerance, prosocial behaviors, and cooperative play. The results suggest that the same intervention strategies which proved effective for clinically referred children are associated with decreased levels of externalizing problems for at-risk children targeted by this community-based intervention. Our study indicated that group interventions for at-risk children exhibit different effectiveness patterns compared with individualized interventions in clinical settings. Changes in observed behaviors in classroom settings are more likely to occur as a result of additive and interaction effects between different intervention strategies or as a result of enhancing age-related developmental processes.

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Authors and Affiliations

  1. Department of Psychology, Babeș-Bolyai University, Republicii, 37, 40015, Cluj-Napoca, Romania

    Catrinel A. Ștefan & Mircea Miclea

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  1. Catrinel A. Ștefan
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  2. Mircea Miclea
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Correspondence to Catrinel A. Ștefan.

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Catrinel A. Ștefan, Ph.D. Department of Psychology, Babeș-Bolyai University, Republicii, 37, 40015, Cluj-Napoca, Romania. E-mail: catrinelstefan@psychology.ro; Web site: http://psychology.psiedu.ubbcluj.ro/index.php/ro/

Current themes of research:

Early education. Prevention of early onset conduct problems. Social-emotional development in preschool children.

Most relevant publications in the field of Psychology of Education:

Ştefan, C. A., & Miclea, M. (2014). Effectiveness of the Social-Emotional Prevention Program as a function of children’s baseline risk status. European Early Childhood Education Research Journal, 22, 14-44, doi: 10.1080/1350293X.2013.865359.

Ştefan, C. A., & Miclea, M. (2013). Effects of a multifocused prevention program on preschool children’s competencies and behavior problems. Psychology in the Schools, 50, 382-402. doi:10.1002/pits.21683

Ştefan, C. A. (2012). Social emotional prevention program for preschool children: an analysis of the high risk sample. Cognition, Brain, Behavior. An Interdisciplinary Journal, 16, 319-356.

Ştefan, C. A., & Miclea, M. (2012). Classroom effects of a hybrid universal and indicated prevention program for preschool children: A comparative analysis based on social and emotional competence screening. Early Education and Development, 23, 393-426. doi: 10.1080/10409289.2011.554756.

Ştefan, C. A., & Miclea, M. (2010). Prevention programs targeting emotional and social development in preschoolers: Current status and future directions. Early Child Development and Care, 180, 1103-1128.

Mircea Miclea, Ph.D. Department of Psychology, Babeș-Bolyai University, Republicii, 37, 40015, Cluj-Napoca, Romania. E-mail : mirceamiclea@psychology.ro; Web site: http://psychology.psiedu.ubbcluj.ro/index.php/ro/

Current themes of research:

Development of e-contents for clinical anxiety and depression. Interventions in educational settings. Assessment tool development.

Most relevant publications in the field of Psychology of Education:

Mihalca, L., Salden, R. J. C. M., Carbalan, G., Pass, F., & Miclea, M. (2011). Effectiveness of cognitive-load based adaptive instruction in genetics education. Computers in Human Behavior, 27, 82-88.

Ştefan, C. A., Bălaj, A., Porumb, M., Albu, M., & Miclea, M. (2009). Preschool screening for social and emotional competencies – development and psychometric properties Cognition, Brain, Behavior: An Intedisciplinary Journal, 13(2), 121-146.

Miclea, M. (2008). Doctoral Studies in Romania: Admission procedures, social and legal aspects of doctoral trainings. Higher Education in Europe, 33, 89-93.

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Ștefan, C.A., Miclea, M. Effects of an indicated prevention program for preschoolers: a single-subject design approach. Eur J Psychol Educ 30, 473–499 (2015). https://doi.org/10.1007/s10212-015-0253-x

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