Abstract
Children’s readiness for school is often threatened by the occurrence of both externalizing and internalizing problems. Previous research has shown that Positive Behavioral Interventions and Supports (PBIS) is particularly effective for fostering children’s behavioral skills and reducing externalizing problems. However, whether PBIS can enhance children’s emotional skills and reduce internalizing problems is less clear. Therefore, TIME-IN was developed, which extends PBIS by also including emotional support systems. It was tested whether TIME-IN was effective for (a) improving emotion regulation and (b) reducing depressive symptoms. Furthermore, it was tentatively explored whether TIME-IN is accompanied by more than natural fluctuations in both children’s externalizing and internalizing problems. The effectiveness of TIME-IN was evaluated in a non-randomized study, in which an intervention group was compared with a matched control group. Both research questions were addressed in a sample consisting of 81 children between 8 and 12 years of age with special educational needs. Questionnaires for teachers (i.e., TRF), children (i.e., FEEL-KJ and CDI), and their parents (i.e., CBCL) were administered at the beginning (T0) and the end of the school year (T1) using multi-informant assessment. Only indicative evidence was found for the hypothesis that TIME-IN improved children’s emotion regulation. Practical implications, strengths, and limitations were discussed.Clinical Trial Registration: This work was retrospectively registered at International Standard Registered Clinical/soCial sTudy Number (ISRCTN) registry ISRCTN54456609 (Weymeis, 2017). Registered 28 March 2017.
Highlights
IntroductionIn a review of the UNICEF (Britto, 2012), school readiness has been broadly conceptualized as successfully adapting to the school environment, which is facilitated by gaining specific competencies (i.e., skills, abilities, and attitudes)
Enhancing School Readiness of Children With Special Educational NeedsIn a review of the UNICEF (Britto, 2012), school readiness has been broadly conceptualized as successfully adapting to the school environment, which is facilitated by gaining specific competencies
Scores on the primary outcome variables seemed to be positively skewed at T0 and T1 in both the intervention and the control group
Summary
In a review of the UNICEF (Britto, 2012), school readiness has been broadly conceptualized as successfully adapting to the school environment, which is facilitated by gaining specific competencies (i.e., skills, abilities, and attitudes). Type basisaanbod includes young people with SEN for whom the common curriculum with reasonable adjustments is (temporarily) not feasible in a school for regular education (see, e.g., Farran and Shonkoff, 2010) Because of their specific needs, emotional and behavioral difficulties can be related to these problems (Dekker et al, 2002; Morgan et al, 2008), in which cause and effect are still difficult to determine. Specific attention is given to children with learning problems and/or a mild intellectual disability in special education
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