Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

Frontiers in Psychology

Psychology

Elyssa A. Geer¹  Robert J. Duncan¹  Lindsey M. Bryant¹  Tanya M. Paes¹  Sara A. Schmitt¹  Kathleen Morse¹  Tracy M. Zehner¹  David J. Purpura¹  Brianna L. Devlin¹  Irem Korucu² 

[1]Human Development and Family Studies, Purdue University, West Lafayette, IN, United States

[2]Yale Center for Emotional Intelligence, School of Medicine, Yale University, New Haven, CT, United States

关键词: social-emotional learning (SEL);    social-emotional learning interventions;    implementation;    child engagement;    participant responsiveness;    preschool;   

DOI  :  10.3389/fpsyg.2022.1014713

 received in 2022-08-08, accepted in 2022-12-20,  发布年份 2023

来源: Frontiers

【 摘 要 】

Social-emotional competencies are important for school-readiness and can be supported through social-emotional learning (SEL) interventions in the preschool years. However, past research has demonstrated mixed efficacy of early SEL interventions across varied samples, highlighting a need to unpack the black box of which early interventions work, under what conditions, and for whom. In the present article we discuss the critical implementation component of active child engagement in an intervention as a potential point of disconnect between the intervention as designed and as implemented. Children who are physically present but unengaged during an intervention may lead to decreased average impacts of an intervention. Furthermore, measuring young children’s active engagement with an intervention may help to guide iterative intervention development. We propose a four-step protocol for capturing the multi-dimensional and varied construct of active child engagement in a SEL intervention. To illustrate the utility of the protocol, we apply it to data from a pilot study of a researcher-implemented, semi-structured block play intervention focused on supporting the development of SEL and math skills in preschoolers. We then present future directions for the integration of active participant engagement into the measurement of implementation of SEL interventions for young children.

【 授权许可】

Unknown   
Copyright © 2023 Devlin, Paes, Geer, Bryant, Zehner, Korucu, Morse, Duncan, Purpura and Schmitt.