Jocelyn Helwig: Abstract

THE EFFECTS OF GOAL-SETTING ON A SKILL AND PERFORMANCE-BASED MATH INTERVENTION FOR CHILDREN WITH EMOTIONAL AND BEHAVIORAL DISORDERS

The population in this study is preschool children, aged 2-4, exhibiting behavior that is challenging to parents and teachers.  Characteristics of inattention, impulsivity, and overactivity can influence many areas of a child’s life, and may specifically cause difficulties in the development of language and academic skills.  Various aspects of the home environment, such as socioeconomic status, parental occupation, and quality and quantity of stimulation and support, also impact intellectual development.  It was hypothesized that both behavioral and home variables would account for significant variance in concurrent verbal ability for young children with challenging behaviors.  The sample included 55 children from Pennsylvania and Tennessee representing various socioeconomic and ethnic backgrounds.  This study used a hierarchical multiple regression design.  The Child Behavior Checklist was used to assess behavior, the Early Childhood Home Inventory was used to describe various aspects of the home environment, the parental occupation portion of the Four Factor Index of Social Status was used to measure socioeconomic status, and the Pre-school Language Scale was used to assess early childhood language skills.  Factors of the home environment were found to be significant contributors to expressive communication, above and beyond the contributions from behavior.    Behavior, however, was not found to be a significant contributor to early childhood language skills.  These findings suggest that early intervention programs for children at-risk for disruptive behavior should include an emphasis on aspects of the home environment.

To learn more, please contact Tamara Palmer at tlp205@lehigh.edu or 610.758.3226.