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Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms

Overview of attention for article published in Prevention Science, August 2016
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About this Attention Score

  • Above-average Attention Score compared to outputs of the same age (60th percentile)
  • Good Attention Score compared to outputs of the same age and source (66th percentile)

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4 tweeters

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101 Mendeley
Title
Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms
Published in
Prevention Science, August 2016
DOI 10.1007/s11121-016-0703-y
Pubmed ID
Authors

Bryce D. McLeod, Kevin S. Sutherland, Ruben G. Martinez, Maureen A. Conroy, Patricia A. Snyder, Michael A. Southam-Gerow

Abstract

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core evidence-based practices within the early childhood literature, selection of instructional practices that foster positive social, emotional, and behavioral outcomes for children in early childhood settings can be difficult. The purpose of this paper is to report findings from a study designed to identify common practice elements found in comprehensive intervention models (i.e., manualized interventions that include a number of components) or discrete practices (i.e., a specific behavior or action) designed to target social, emotional, and behavioral learning of young children who exhibit problem behavior. We conducted a systematic review of early childhood classroom interventions that had been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 49 published articles were identified, and an iterative process was used to identify common practice elements. The practice elements were subsequently reviewed by experts in social-emotional and behavioral interventions for young children. Twenty-four practice elements were identified and classified into content (the goal or general principle that guides a practice element) and delivery (the way in which a teacher provides instruction to the child) categories. We discuss implications that the identification of these practice elements found in the early childhood literature has for efforts to implement models and practices.

Twitter Demographics

The data shown below were collected from the profiles of 4 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 101 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 <1%
Unknown 100 99%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 18 18%
Student > Doctoral Student 16 16%
Researcher 13 13%
Student > Master 12 12%
Student > Bachelor 5 5%
Other 21 21%
Unknown 16 16%
Readers by discipline Count As %
Psychology 35 35%
Social Sciences 30 30%
Arts and Humanities 5 5%
Business, Management and Accounting 3 3%
Medicine and Dentistry 2 2%
Other 6 6%
Unknown 20 20%

Attention Score in Context

This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 03 September 2016.
All research outputs
#6,479,711
of 12,342,754 outputs
Outputs from Prevention Science
#372
of 658 outputs
Outputs of similar age
#103,494
of 264,910 outputs
Outputs of similar age from Prevention Science
#8
of 24 outputs
Altmetric has tracked 12,342,754 research outputs across all sources so far. This one is in the 47th percentile – i.e., 47% of other outputs scored the same or lower than it.
So far Altmetric has tracked 658 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 10.8. This one is in the 42nd percentile – i.e., 42% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 264,910 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 60% of its contemporaries.
We're also able to compare this research output to 24 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 66% of its contemporaries.