Abstract
This chapter focuses on evaluating SEP efficacy depending on children’s risk of behavior problems. Risk status is established employing separate assessments of their emotional and social competencies, resulting in 3 risk categories: high-risk groups targeted by the indicated intervention level, and moderate-/low-risk groups targeted by the universal intervention. The results suggest that systematic changes in classroom behaviors are found for high-risk children, and a similar pattern of results is observable for the moderate-risk children. Conversely, for children’s behaviors at home, although high-risk groups exhibit improvements, the most consistent behavior changes are reported for children from the moderate-risk group. Regardless of the risk group, parental participation seems to exert indirect positive effects on children’s gains in social-emotional competencies.
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Ştefan, C.A. (2018). Assessing SEP Efficacy as a Function of Children’s Risk Status: A Separate Evaluation of Indicated and Universal Intervention Levels. In: Social-Emotional Prevention Programs for Preschool Children's Behavior Problems. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74751-4_4
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