Patricia H. Manz

Assessment of Preschool Play Interaction Behaviors in Young Low-Income Children: Penn Interactive Peer Play Scale.

The purpose of this study was to develop and validate the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of the interactive play behaviors of preschool children. The PIPPS was designed (a) to differentiate children who demonstrate positive play relationships with peers from those who are less successful with peers, (b) to identify play strengths of resilient preschool children living in high risk urban environments, and (c) to inform early childhood intervention. The PIPPS was based upon teacher descriptions of actual play repertoires that children routinely displayed during free play. Thirty-eight teachers from 5 representative urban Head Start Centers completed the measure on 312 African American children enrolled in Head Start. Exploratory factor analyses revealed three reliable underlying dimensions: Play Interaction, Play Disruption, and Play Disconnection. Concurrent validity was established by comparing the factor patterns of the PIPPS and the Social Skills Rating System. Implications for future research and practice are discussed.

Community-based resilient peer treatment of withdrawn maltreated preschool children

The purpose of the present study was to evaluate differences in the social play of maltreated and nonmaltreated preschool children and the effectiveness of a resilient peer treatment (RPT) for socially withdrawn victims of physical abuse and neglect. RPT is a peer-mediated classroom intervention based on a developmental-ecological model. It involves pairing withdrawn children with resilient peers in the natural classroom under the supervision of a parent assistant. Forty-six Head Start children, of whom 22 were maltreated, were randomly assigned to RPT and control conditions. Outcome variables were observational categories of social play and standardized teacher ratings. Before treatment, maltreated children were significantly more isolated and less interactive in peer play than nonmaltreated children. RPT resulted in a significant increase in positive interactive peer play and a decrease in solitary play for maltreated and nonmaltreated, socially withdrawn children. Moreover, treatment gains in social interactions were validated 2 months following treatment. Findings are discussed in terms of a developmental-ecological model.

A Look at Current Validity Issues of School-Wide Behavior Support

School-wide behavior support has experienced recent interest among educators. This approach has been embraced because of its potential for decreasing school violence and improving school climate. In this paper we examine issues related to construct, internal, external, and social validity of school-wide support as it has been conceptualized in recent years. Although the literature to date suggests a highly promising approach, additional research is needed with added experimental rigor to fully determine its effectiveness and acceptability.

Preschool Version of the Social Skills Rating System: An Empirical Analysis of its Use with Low-Income Children

Abstract The purpose of the present study was to investigate the reliability and validity of the published teacher version of the preschool Social Skills Rating System (SSRS) for Head Start children. Three major questions were addressed. First, does the published SSRS replicate the factors found in the test manual, which are based on the tryout version of the SSRS? Second, is there empirical support for two independent Social Skills and Problem Behaviors domains? Third, do sociometric indices of peer acceptance provide convergent and divergent validity for SSRS constructs? The SSRS was administered to a sample of 943 urban Head Start children. Exploratory factor analyses replicated the Internalizing and Externalizing factors from the tryout version but did not replicate prosocial factors. Self-Control, Interpersonal Skills, and Verbal Assertion factors were found, but they were not identical to the tryout version factors. Higher-order factor analyses revealed only one social competency dimension, with Social Skills and Problem Behaviors factors inversely related. Sociometric data did not provide convergent and divergent validity for SSRS factors. Implications for the continued development of the SSRS include further study of the relationship between the Social Skills and Problem Behaviors scale, concurrent validity, and the preschool parent version.

Peer-Mediated Treatment of Socially Withdrawn Maltreated Preschool Children: Cultivating Natural Community Resources.

This study evaluated the effectiveness of Resilient Peer Treatment (RPT). This is a peer-mediated, classroom-based intervention for socially withdrawn, maltreated preschool children. It examined whether the RPT impact generalized from the treatment setting to larger classroom context. Eighty-two maltreated and nonmaltreated, socially withdrawn Head Start children were randomly assigned to either RPT or attention-control (AC) conditions. Data were collected by teachers and independent observers blind to both maltreatment status and treatment condition. Treatment resulted in higher levels of collaborative peer play interactions in the treatment setting posttreatment for both the maltreated and nonmaltreated children. Results documented generalization of the treatment impact to classroom free-play sessions. These findings were supported by teacher ratings of interactive peer play and social skills.

Managing Attention-Deficit/Hyperactivity Disorder in Primary Care: A Systematic Analysis of Roles and Challenges

OBJECTIVE. This study was designed to investigate the perceptions of primary care providers about their roles and the challenges of managing attention-deficit/hyperactivity disorder and to evaluate differences between providers who serve families primarily from urban versus suburban settings. METHODS. The ADHD Questionnaire was developed to assess primary care provider views about the extent to which clinical activities that are involved in the management of attention-deficit/hyperactivity disorder are appropriate and feasible in primary care. Participants were asked to rate each of 24 items of the questionnaire twice: first to indicate the appropriateness of the activity given sufficient time and resources and second to indicate feasibility in their actual practice. Informants used a 4-point scale to rate each item for appropriateness and feasibility. RESULTS. An exploratory factor analysis of primary care provider ratings of the appropriateness of clinical activities for managing attention-deficit/hyperactivity disorder identified 4 factors of clinical practice: factor 1, assessing attention-deficit/hyperactivity disorder; factor 2, providing mental health care; factor 3, recommending and monitoring approved medications; and factor 4, recommending nonapproved medications. On a 4-point scale (1 = not appropriate to 4 = very appropriate), mean ratings for items on factor 1, factor 2, and factor 3 were high, indicating that the corresponding domains of practice were viewed as highly appropriate. Feasibility challenges were identified on all factors, but particularly factors 1 and 2. A significant interaction effect, indicating differences between appropriateness and feasibility as a function of setting (urban versus suburban), was identified on factor 1. The challenges of assessing attention-deficit/hyperactivity disorder were greater for urban than for suburban primary care providers. CONCLUSIONS. Primary care providers believe that it is highly appropriate for them to have a role in the management of attention-deficit/hyperactivity disorder. Feasibility issues were particularly salient related to assessing attention-deficit/hyperactivity disorder and providing mental health care. The findings highlight the need not only for additional training of primary care providers but also for practice-based resources to assist with school communication and collaboration with mental health agencies, especially in urban practices.

Partnership-Based, Community-Assisted Early Intervention for Literacy: An Application of the Participatory Intervention Model

Many schools, particularly those in low-income, urban neighborhoods serving children from diverse backgrounds, have a high percentage of students with literacy deficits and limited resources for providing remedial services. Addressing these needs requires the use of empirically supported reading intervention strategies and expanding the availability of qualified persons to implement these approaches. Just as importantly, students need to be educated in a culturally meaningful context by one or more individuals who are committed to addressing their educational, emotional, and social needs. One method of expanding the instructional work force and engaging students in attachments with caring adults in a culturally relevant context is to establish a community-assisted tutoring program, that is a program implemented by residents from the community who work in the school. This article describes the process of establishing a partnership-based, community-assisted early intervention program for literacy, based upon a participatory intervention model, by presenting two case illustrations. Challenges for school consultants in establishing such a program in schools are described and directions for future research and practice are outlined.

Preliminary Development of the Parent Involvement in Early Learning Scale for Low-Income Families Enrolled in a Child-Development-Focused Home Visiting Program

Salient early intervention approaches for children below the age of 3 years, such as home visiting, seek to strengthen the pivotal role that parents play in fostering their young children’s early learning. Yet, measures that identify and monitor the ways in which low-income parents support toddlers’ learning experiences are lacking. Without parent involvement measures for toddlers, evidence-based advancement of home visiting with regard to this key outcome is restricted. This study undertook a mixed-method approach to obtain perceptions of involvement behaviors from ethnic minority home visitors who were associated with a national home visiting program and to translate these perceptions into a meaningful, preliminary measure for children aged 2 and 3 years. Named the Parent Involvement in Early Learning scale, a statistical approach combining classical test and item response theories produced preliminary single dimensions of home-based involvement for the English and Spanish translations. This study is presented as a first step in raising awareness of parent involvement for this age group and directing future research.

Examination of the Family Involvement Questionnaire-Early Childhood (FIQ-EC) with Low-Income, Latino Families of Young Children.

Given the growing numbers of Latino children entering the U.S. educational system, there is a need to understand the ways Latino parents support their childrens early education. However, tools used to measure family engagement have been developed primarily with middle-income, English-speaking European American families in the United States. The present study builds upon prior empirical work with the Family Involvement Questionnaire-Early Childhood (FIQ-EC), a multidimensional scale developed for use with culturally diverse low-income families of young children. With a cross-site sample of 450 Latino parents of children in preschool through first grade, construct validity of the FIQ-EC was examined using Rasch methods and expert panel review. Results from Rasch analyses provided further support for the reliability of the factors comprising the FIQ-EC, as well as provided nuanced information regarding item and person functioning for this Latino sample. These results, in combination with expert panel reviews, suggested avenues for further item development when using this scale with low-income, Latino families. The current study has implications for validating measurement tools for use with diverse populations and also provides some clues about the role low-income, Latino families play in their childrens schooling for consideration in future research.

School Psychologists' Collaborations with Families: An Exploratory Study of the Interrelationships of Their Perceptions of Professional Efficacy and School Climate, and Demographic and Training Variables

Extending the knowledge derived from investigations with teachers, this study explores of the interrelationship of school psychologists’ professional efficacy and perceived school climate for promoting family collaboration and salient aspects of their training and practice. The Perceptions of Capacity for Family Collaboration (PCFC) rating scale was developed and completed by a national sample of 544 school psychologists. Psychometric evaluation of the PCFC indicated two reliable dimensions: Professional Efficacy and School Climate. Relationships between these two dimensions and aspects of school psychologists’ graduate training, professional development, and current practices were examined. Results show important connections between school psychologists’ perceptions of professional efficacy and school climate, as relevant for formulating family partnerships, are related to the extensiveness of their training and aspects of their employment for interfacing with families. Implications of this study for the training and practice of school psychologists are discussed.