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Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems.

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Title: Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems.
Authors: Zarra-Nezhad, Maryam, Moazami-Goodarzi, Ali, Muotka, Joona, Hess, Markus, Havu-Nuutinen, Sari, Scheithauer, Herbert
Source: Journal of Child & Family Studies. Feb2024, Vol. 33 Issue 2, p487-503. 17p.
Subjects: Evaluation of human services programs, Confidence intervals, Behavior disorders in children, Preventive health services, Randomized controlled trials, Early intervention (Education), Affective disorders, Questionnaires, Descriptive statistics, Research funding, Statistical sampling, Latent structure analysis, Longitudinal method
Abstract: Early childhood is a crucial time for developing social-emotional skills, offering the opportunity to lay the foundation for healthy development. However, early childhood behavior problems are risk factors for problems and disorders in later life phases, including depression, antisocial behavior, and substance abuse. This study uses a longitudinal design to examine the differential impact of a preventive intervention and social-emotional learning program (Papilio-3to6) on children's social-emotional development. The program was evaluated using a 1-year-randomized controlled trial design with an intervention (IG) and control group (CG) that provided data at a pretest and post-test. Teachers rated 627 children's behaviors (MAGE = 56.77 months at pretest) from 50 daycare center groups using the Strengths and Difficulties Questionnaire (SDQ). To investigate differential effectiveness, a latent profile analysis at the pretest identified three distinct subgroups of children with different patterns in SDQ subscales: 1) Internalizers with high internalizing problems, 2) Prosocials with high prosocial behaviors, and 3) Externalizers with high externalizing problems. Latent change score analysis showed significantly reduced externalizing problems and increased prosocial behaviors in the IG compared to the CG. Further, the children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. However, no effect was found regarding internalizing problems. Highlights: Taking a person-centered approach, a three-class model of SDQ subscales, including Internalizers, Prosocials, and Externalizers, was chosen as the best-fitting model. Children in the intervention group showed a greater reduction in externalizing problems and a greater increase in prosocial behaviors compared to the control group of children. The children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. No intervention effects were found regarding internalizing problems. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Child & Family Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Child+%26+Family+Studies%22">Journal of Child & Family Studies</searchLink>. Feb2024, Vol. 33 Issue 2, p487-503. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+disorders+in+children%22">Behavior disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Preventive+health+services%22">Preventive health services</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+disorders%22">Affective disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Latent+structure+analysis%22">Latent structure analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink>
– Name: Abstract
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  Data: Early childhood is a crucial time for developing social-emotional skills, offering the opportunity to lay the foundation for healthy development. However, early childhood behavior problems are risk factors for problems and disorders in later life phases, including depression, antisocial behavior, and substance abuse. This study uses a longitudinal design to examine the differential impact of a preventive intervention and social-emotional learning program (Papilio-3to6) on children's social-emotional development. The program was evaluated using a 1-year-randomized controlled trial design with an intervention (IG) and control group (CG) that provided data at a pretest and post-test. Teachers rated 627 children's behaviors (MAGE = 56.77 months at pretest) from 50 daycare center groups using the Strengths and Difficulties Questionnaire (SDQ). To investigate differential effectiveness, a latent profile analysis at the pretest identified three distinct subgroups of children with different patterns in SDQ subscales: 1) Internalizers with high internalizing problems, 2) Prosocials with high prosocial behaviors, and 3) Externalizers with high externalizing problems. Latent change score analysis showed significantly reduced externalizing problems and increased prosocial behaviors in the IG compared to the CG. Further, the children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. However, no effect was found regarding internalizing problems. Highlights: Taking a person-centered approach, a three-class model of SDQ subscales, including Internalizers, Prosocials, and Externalizers, was chosen as the best-fitting model. Children in the intervention group showed a greater reduction in externalizing problems and a greater increase in prosocial behaviors compared to the control group of children. The children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. No intervention effects were found regarding internalizing problems. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Child & Family Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1007/s10826-023-02655-4
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 17
        StartPage: 487
    Subjects:
      – SubjectFull: Evaluation of human services programs
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Behavior disorders in children
        Type: general
      – SubjectFull: Preventive health services
        Type: general
      – SubjectFull: Randomized controlled trials
        Type: general
      – SubjectFull: Early intervention (Education)
        Type: general
      – SubjectFull: Affective disorders
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Latent structure analysis
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      – SubjectFull: Longitudinal method
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      – TitleFull: Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems.
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            NameFull: Zarra-Nezhad, Maryam
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            NameFull: Hess, Markus
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              Text: Feb2024
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