Evidence map›Paper›PMID 27562037›Full record

SynthesisPrevention science : the official journal of the Society for Prevention Research2017

Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms.

Bryce D McLeod, Kevin S Sutherland, Ruben G Martinez, Maureen A Conroy, Patricia A Snyder, Michael A Southam-Gerow

Registry-linked trialAbstract readSystematic Review
PubMed Publisher
In one paragraph

Synthesis in Prevention science : the official journal of the Society for Prevention Research, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05445947 (Enhancing And Supporting Early Development to Better Children's Lives), which is not on this map. Cited by 21 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
21citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

NCT05445947 nacompletednot on this mapstarted 2023, after this paper: background citation

Enhancing And Supporting Early Development to Better Children's Lives (EASEL) Trial

TypeinterventionalSponsorNational University of SingaporeRan2023 to 2023Enrolled605ConditionsChild DevelopmentArmsThe EASEL (Enhancing And Supporting Early Development to Better Children's Lives) Approach
3 · Its place in the literature

Who cites it

21 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Trial
  3. Article
  4. Article
  5. Evidence Mapping: Healthy Eating and Physical Activity Practice Elements in Early Childhood Education and Care.Health promotion journal of Australia : official journal of Australian Association of Health Promotion Professionals · 2026
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  7. Article
  8. Review
  9. Article
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  17. Review
  18. The Core Components of Evidence-Based Social Emotional Learning Programs.Prevention science : the official journal of the Society for Prevention Research · 2019
    Article
  19. Article
  20. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Bryce D McLeodDepartment of Psychology, Virginia Commonwealth University, 806 West Franklin Street, PO Box 842018, Richmond, VA, 23284-2018, USA. bmcleod@vcu.edu.
Kevin S SutherlandDepartment of Psychology, Virginia Commonwealth University, 806 West Franklin Street, PO Box 842018, Richmond, VA, 23284-2018, USA.
Ruben G MartinezDepartment of Psychology, Virginia Commonwealth University, 806 West Franklin Street, PO Box 842018, Richmond, VA, 23284-2018, USA.
Maureen A ConroyAnita Zucker Center for Excellence in Early Childhood Studies, University of Florida, Gainesville, FL, USA.
Patricia A SnyderAnita Zucker Center for Excellence in Early Childhood Studies, University of Florida, Gainesville, FL, USA.
Michael A Southam-GerowDepartment of Psychology, Virginia Commonwealth University, 806 West Franklin Street, PO Box 842018, Richmond, VA, 23284-2018, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core evidence-based practices within the early childhood literature, selection of instructional practices that foster positive social, emotional, and behavioral outcomes for children in early childhood settings can be difficult. The purpose of this paper is to report findings from a study designed to identify common practice elements found in comprehensive intervention models (i.e., manualized interventions that include a number of components) or discrete practices (i.e., a specific behavior or action) designed to target social, emotional, and behavioral learning of young children who exhibit problem behavior. We conducted a systematic review of early childhood classroom interventions that had been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 49 published articles were identified, and an iterative process was used to identify common practice elements. The practice elements were subsequently reviewed by experts in social-emotional and behavioral interventions for young children. Twenty-four practice elements were identified and classified into content (the goal or general principle that guides a practice element) and delivery (the way in which a teacher provides instruction to the child) categories. We discuss implications that the identification of these practice elements found in the early childhood literature has for efforts to implement models and practices.

Indexed as

Child BehaviorEmotionsSocial LearningChildFemaleHealth PromotionHumansMaleEarly childhoodPractice elementsProblem behaviorSocial-emotional learning

Identifiers

PMID27562037

What OpenQuestion holds

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Registered trials

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.