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Posters Advancing Comprehensive Early Childhood Intervention ECI INTERVENTION DOMAINS Topic - Social-Emotional Development p4.26 The Application of Positive Behavior Support in Preschool Settings Presenting Author: Tzu-Ting Lan (Taiwan) Affiliation: National Taichung University of Education Co-Authors: Pei-Fang Rachel Wu
Session 4
Positive Behavior Support (PBS) is a proactive, evidence-based approach proven effective in reducing and preventing challenging behaviors in young children. In recent years, the application of PBS in early childhood settings has gained significant attention. This study presents a systematic review to examine PBS implementation in early childhood education, focusing on strategies to address challenging behaviors and foster positive development. By analyzing recent peer-reviewed studies from Taiwan and the United States, the review evaluates PBS effectiveness, environmental factors influencing outcomes, and challenges during implementation. The findings reveal that individualized PBS strategies tailored to children’s developmental needs significantly improve behavioral outcomes. However, insufficient educator training and inconsistent family involvement remain major barriers. This review provides actionable insights for practitioners to create inclusive learning environments, offers a framework for teacher training programs, and highlights practical recommendations to enhance early intervention and early childhood education. p4.27 Attachment Continuity and Change Between Childhood and Adolescence Presenting Author: Sara Espadilha (Portugal) Affiliation: University of Lisbon; Research Center in Psychological Science (CICPSI) Co-Authors: Miguel Barbosa Early attachment with caregivers significantly influences social, emotional, and cognitive development, with long-lasting effects into adolescence. Although three meta-analyses have examined attachment stability, few have explored factors contributing to changes in attachment patterns. This review aims to extend previous research by focusing on the period from infancy to adolescence, identifying factors that may contribute to changes in attachment. The literature analysis revealed that factors such as family environment changes, significant transitions (e.g. divorce), caregiver characteristics (e.g. sensitivity and emotional availability), and individual child factors (e.g. life experiences) play key roles in the evolution of attachment. It was found that while attachment patterns can shift over time; stability is more prominent in consistent caregiving environments. These findings highlight the importance of interventions to support emotional/relational stability to help prevent social/emotional difficulties in adolescence.
p4.28 Examining the Landscape of Social-Emotional Practices in Childcare Policies Presenting Author: Charis Wahman Affiliation: Michigan State University Co-Authors: Ching-I Chen, Emily Holden, Elizabeth A. Steed, Hsui-Wen Yang
p4.29 Feasibility of an Emotion Regulation-Focused Music Intervention for Preschoolers: Findings from Two Studies Presenting Author: Kimberly Sena Moore (USA) Affiliation: Florida Gulf Coast University Opportunities to manage physiological arousal are important for developing healthy emotion regulation (ER) skills in early childhood. Musical Contour Regulation Facilitation (MCRF) is a preventive intervention designed to promote preschooler ER development through alternating music experiences that allow in-the-moment practice in managing high and low physiological arousal. As a complex intervention, the MCRF requires systematic development that includes exploring its underlying mechanisms and refining and optimizing the intervention. Here we report the findings and implications from two feasibility studies: (1) a mixed methods study with eight typically developing preschoolers (M = 3.9 years) that examined acceptability, integration, and limited efficacy; and (2) a pilot study with 43 preschoolers in a Head Start program (M = 3.4 yrs) that examined intervention intensity. Findings from both studies support continued development and refinement of the MCRF intervention, followed by conducting efficacy and effectiveness trials. This study is a policy content analysis that examines how childcare policies across US states, territories, and the District of Columbia align with recommended practices on social emotional teaching put forth by our early childhood governing bodies. Most policies contained statements and/or examples that align with recommended practices, except Idaho. However, wide variations exist in the specificity of guidance across policies. Notably, while the highest percentage of adherence to recommended practice was for punitive discipline, the lowest percentage of adherence was for seclusion, exclusion, and restraint (SER). Findings inform a need for more uniform policies that include specific guidance, or the “how to,” for social emotional teaching, for policies that partially met, or did not meet criteria. Further, regulatory guidance should be provided within the broader context of an evidence- based prevention framework to prohibit the use of SER.
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