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John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. – 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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John's Island Library
9 a.m. – 8 p.m.
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Phone: (843) 805-6930
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Efficacy Validation of the Revised First Step Program: A Randomized Controlled Trial
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- Author(s): Feil, Edward G. (ORCID
Feil, Edward G. (ORCID 0000-0002-1004-8900 ); Walker, Hill M.; Frey, Andy J.; Seeley, John; Small, Jason W.; Golly, Annemieke; Lee, Jon; Forness, Steve R.- Language:
English- Source:
Exceptional Children. Jan 2021 87(2):183-198.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 16
- Contract Number: R324A150221
- Education Level: Early Childhood Education
Preschool Education - Subject Terms:
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1177/0014402920924848
- ISSN: 0014-4029
- Abstract: Disruptive behavior problems frequently emerge in the preschool years and are associated with numerous, long-term negative outcomes, including comorbid disorders. First Step is a psychosocial early intervention with substantial empirical evidence supporting its efficacy among young children. The present study reports on a validation study of the revised and updated First Step early intervention, called First Step Next, conducted within four preschool settings. One hundred sixty students at risk for school failure, and their teachers, were randomized to intervention and control conditions. Results indicated coach and teacher adherence to implementing the core components of the program was excellent. Teachers and parents had high satisfaction ratings. For the three First Step Next prosocial domains, Hedges' "g" effect sizes (ESs) ranged from 0.34 to 0.91. For the problem behavior domain, children who received the First Step Next intervention had significant reductions in teacher- and parent-reported problem behavior as compared to children randomized to the control condition. For the problem behavior domain, Hedges' "g" ESs ranged from 0.33 to 0.63, again favoring the intervention condition. All of the domains were statistically significant. This study builds on the evidence base supporting the First Step intervention in preschool settings. [For the corresponding grantee submission, see ED606477.]
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1281954
- Availability:
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