Preschool Paths: Understanding Implementation Fidelity and Social Validity in Community Contexts

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dc.contributorAtkinson, Becky
dc.contributorBritnell, Heather
dc.contributorZach Vanhorn, Sara
dc.contributorWebb, Alan
dc.contributor.advisorMcDaniel, Sara C
dc.contributor.authorBigham, Saterah
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2021-11-23T14:34:13Z
dc.date.available2021-11-23T14:34:13Z
dc.date.issued2021
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractChildren who grow up in poverty face unique challenges that can impact later functioning. Unequal access to quality early intervention services impacts children’s readiness to begin formal schooling. Early interventions that target social, emotional, and behavioral functioning can be used to mitigate negative influences of growing up in poverty and positively impact children’s lives. Problem behaviors tend to persist over time and challenging behaviors during the preschool years can be targeted with high quality social emotional learning programs. One program that has been found to be efficacious in increasing social emotional competence and reducing problem behaviors with younger populations is the Preschool Promoting Alternative Thinking Strategies (Preschool PATHS) program. The summer prior to Kindergarten presents a unique opportunity to enhance children’s social emotional competence and prepare them for formal schooling. The transition period during the summer prior to Kindergarten was the focus of this mixed methods sequential explanatory study. This study seeks to examine the critical factors of implementation fidelity and social validity to better understand how a community setting and agency staff can offer the Preschool PATHS program to at-risk preschool-aged children.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otherhttp://purl.lib.ua.edu/181493
dc.identifier.otheru0015_0000001_0003932
dc.identifier.otherBigham_alatus_0004D_14597
dc.identifier.urihttp://ir.ua.edu/handle/123456789/8164
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectpreschool children
dc.subjectsocial emotional learning
dc.titlePreschool Paths: Understanding Implementation Fidelity and Social Validity in Community Contextsen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.disciplinePsychology
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

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